Literature in Primary School English learning: a didactic Unit

Author: Eva Mª Martín Rodríguez Tutor: Eduardo Sánchez Fernández Literature in Primary School English learning: A didactic Unit. Valladolid University 1 1. Title: Literature in Primary School English learning: A didactic Unit 2. Author: Eva Mª Martín Rodríguez 3. Tutor: Eduardo Sánchez Fernández 4. Abstract: Teaching is an everyday newborn experience where everything is flowing. New students are as unpredictable and varied as human behaviour. Teaching requires a long-life learning and adapting. This essay aims to be a sharing of concepts, techniques and attitudes, which have been proven to be most useful in my experience in the usage of literature as a didactic resource. 5. Keywords: - Creativity. According to a gripping expression developed in the video whose reference is given below, creativity is an attitude towards life. A creative person finds it OK to think about things in new ways. 1 - Charles A. Currant: Community learning 2 Recording and taking into account what the learners want to actually communicate, are two techniques highly useful for self-assessment and motivation. They are used in the Unit too. - Emotional Intelligence 3 It is the ability to be aware of your own feelings and deal with them. This is a help to be emphatic. Empathy is the ability to put oneself in the same place of other people. 1 (3of 6) - Battle of the Brains https://www.youtube.com/watch?v=rPH7JwhsfEo (3/24/2013) 2 Community language learning http://en.wikipedia.org/wiki/Community_language_learning -Teachers tend to create a wormer climate for the students with higher expectations - Input factor. TEACHERS TRAINING DEGREE ADAPTED TO BOLOGNA PLAN. VALLADOLID UNIVERSITY 2 - Communicative Competence It is a synergy of concepts, skills and attitudes, which make a speaker able to communicate in everyday situations. - Qualitative Investigation. It is about human traits rather than numbers. Since the author of this assignment considers that each student is different more than alike the others, quantitative investigation is hardly used. Here the observation of each student and the description of experiences, as unbiased as possible, are preferred. - Pigmalion Effect 4 This theory states that our expectations about outcomes do influence those outcomes. This applies to education. If we convince a group of students they are excellent and we are very happy to work with them, the progress is generally much better. - Shadow Reading 5 This is a great technique to achieve a native-like intonation in two steps: first, intensive listening and, second, try to speak with the same rhythm and intonation as the native who reads the recorded book. - Natural Method. This method stresses the key role of a correct pronunciation when it comes to English learning. Dr. Tracy D. Terrel’s opinion 6 , which we will have into account regarding Primary School, is that in order to grow in fluency, teachers should not be too much picky as regards those grammar rules which do not affect the getting across of the message, but focus on fluency more. 3 (4of6) - Battle of the Brains http://www.youtube.com/watch?v=Kj40CIFFotE (3/20/2013) 4 The Pygmalion Effect and the Power of Positive Expectations http://www.youtube.com/watch?v=hTghEXKNj7g (18/07/2013) Dr. Philip Zimbardo. 5 Shadow-reading inthe ESL classroom: A brief report Millie Commander &María C. M. de Guerrero Inter American University of Puerto Rico, Metropolitan Campus http://peerspectives.files.wordpress.com/2010/04/shadow-reading1.pdf (18/03/2013) 6 Tracy D. Terrell http://en.wikipedia.org/wiki/Tracy_D._Terrell (7/15/2013) 3 CONTENTS 1. INTRODUCTION…………………………………………………………………………. 4 2. AIMS…………………………………………………………………………………………4 3. RELEVANCE OF THE TOPIC……………………………………………………………...5 4. THEORETICAL GROUNDS. ..…………………………………………………………….6 5. THE RELATION BETWEEN LITERATURE AND THE ABILITIES A TEACHER SHOULD MASTER NOWADAYS……………………………………………….…………..9 6. PROCESS FOLLOWED IN THE DESIGNING OF THIS DOCUMENT…………………11 7. DIFFERENT APPROACHES TO THE USE OF LITERATURE IN A LEARNING PROCESS……………………………………………………………………………………..13 8. TYPES OF LITERATURE, WHICH ARE MORE SUITABLE FOR THE FIFTH GRADE AS THE GROUP OF STUDENTS ADDRESSED AND USING SUGGESTIONS…………15 9. DESIGN OF A DIDACTIC UNIT ADAPTED TO A SPECIFIC CONTEXT……………21 10. ANALISYS OF THE CHANCES AND LIMITS OF THIS PROJECT AND ITS OUTCOME……………………………………………………………………………………41 11. CONCLUSION…………………………………………………………………………….41 12. REFERENCES…………………….……………………………………………………….42 13. ANNEXES 13.1 GENERAL EDUCATIONAL AIMS FOR THIS CYCLE……………………………..46 13.2. ADAPTED AIMS OF THE ENGLISH AREA FOR THIS FIFTH GRADE GROUP..48 13.3. LIST OF SUBCOMPETENCES COVERED ACCORDING THE EIGHT KEY/BASIC COMPETENCES………………………………………………………………………………49 13.4. LORD OF THE FLYES AS A MOTIVATING STORY FOR STUDENTS EMOTIONALLY READY FOR IT, LIKELY ESO STUDENTS, AT LEAST………………50 13.5 CD CONTAINING THIS ASSIGNMENT. Literature in Primary School English learning: A didactic Unit 4 The present essay has a remarkable practical side. Therefore, all the sections have taken into account the specific group of students to whom the theoretical research has been tailored: 10-11 year olds. Even so, the educational decisions constantly refer to renowned authors and updated research. This way, theory and practice – proven experienceare intertwined in this paper as in real life. The ideas are barely repeated because the author tried to speak succinctly within the length allowed for this paper, without leaving out key points for today’s teaching/learning process. I hope the message is clear and the reader will enjoy it. The aims of this assignment are: - 2.1. To analyse advantages of using literature as a means to develop communicative competence in 5th Grade English classroom. - 2.2. To provide references of specific books which I find suitable for children of this age, giving the plot and using suggestions regarding how to use them. Some of them educate in universal values while pushing children to acquire 7 English. - 2.3. To share techniques and activities through a Didactic Unit described in detail and based on literature. 7 “Communicative competence involves knowing not only the language code, but also what to say to whom, and how to say it appropriately in any given situation”. (Remember besides Acquisition versus Learning concepts.) Acquisition of Communicative Competence on ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 1, No. 1, pp. 50-52, January 2010 © 2010 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/jltr.1.1.50-52 ( Checked on 18/07/2013) 2. AIMS 1. INTRODUCTION 5 - The relevance of the topic chosen for this assignment is the relevance of literature. Literature is proven to be useful for the children’s learning. Later on I will explain how to use literature. Now, allow me to highlight some reasons why literature is really useful for the children’s learning of English. 3.1..Human side of literature as an aid to educate in values. Literature provides teachers with stories. Stories catch children’s attention because children can compare themselves to the characters in the stories. There are lots of stories where the main characters are children. Teachers can choose plots where values are presented by attractive characters of the students’ age. - Universal themes can be used to prevent or soften conflicts in the classroom. If some of the eldest children at primary school who are bullies at times, watch themselves reflected in a story about bullying, 8 they may realize their misbehaviour better than being directly scolded about bullying. 3.2. Literature in a multicultural society Regarding multiculturalism, we can look for stories which show positive character traits from the different cultures in our school. That way our students are more likely to develop an open attitude towards the members of these cultures. “(…) literature can function as a change agent: good literature deals with some aspects of the human condition, and can thus contribute to the emotional development of the child, and foster positive interpersonal and intercultural attitudes.” 9 as Irma K. Ghosn quotes in Four good reasons to use literature in primary school ELT. (ELT Journal Volume 56/2 April, 2002,page 173, ©Oxford University Press.) 3.3. Literature and language development 8 For instance, any extract from a DVD We all live here. 9 http://203.72.145.166/ELT/files/56-2-7.pdf Four good reasons to use literature in primary school ELT. ELT Journal Volume 56/2 April 2002 ©Oxford University Press 3. RELEVANCE OF THE TOPIC 6 From the linguistic point of view, linguistic Paul Nation, professor emeritus of a University in Victoria, 10 warns about the big dangers of teaching vocabulary through lists of words according to semantic fields. 11 Fortunately, adapted literature can be used as a source of updated language where the word is within an idea-sentence and the sentence within a plot. As Jennifer Hill (1966) states: Studies of the way in which people analyse and understand language, have shown that the discourse context is very important. People analyse incoming messages in two ways: not only do they have information relative to certain collections of sounds and symbols stored in their memory, but they also have their own knowledge of the world and the context of the message to work from. The theoretical reflections and methodology fallowed in the unit included in this assignment are mainly based on the following authors and experts’ ideas 12 : 4.1. General didactics: 4.1.1. Cristobal Gutiérrez. Fundación CAI Barcelona. He explains that taking care of the children fondness for living is essential in education. Are we taking care of the children’s happiness and fondness for living? 4.1.2. Pasi Sahlberg 13 10 http://www.youtube.com/watch?v=AhK7Zs8eKxM Dr. Paul Nation (7/17/2013) He praised Greater Readers for deleting low frequency words while presenting words in slightly new contexts. 11 (This paper’s author’s interpretation: Let us set a typical example of starting every lesson with the calendar. There is a risk that the child hears ‘Monday’ and they doubt among five possible meanings. Five: no school on Saturdays or Sundays, so far. The same thing happens with antonyms, e.g. short/long, fat/thin etc. Given that ‘long’ is so similar to the Spanish word, wouldn’t it be much easier to present that word in a meaningful context, and help the children to find that similarity themselves? ‘Short’ can be presented much later, when the confusion is scarcely possible because ‘long’ has been interiorised in several stories/sentences in order to avoid too many associations at the same time. The same happens when teaching the differences between why and because at the same time. Although grammatically may seem correct introducing them in order, for the learner it is frequently confusing. 13 http://www.youtube.com/watch?v=Hf65Z_gqH1U Highly educated teachers the key to success (23/03/2013) Finland’s director of education Pasi Sahlberg joins Lateline to discuss the nation’s world-leading education system. Finland: Bonuses for Teachers | European Journal 4. THEORETICAL GROUNDS 7 He is Finland’s director of education. He rejects competition as a way to improve education. According to him, quantifying in subjects leads to focus on tests passing, and may lead to careless about creativity and problem solving. He proposed collaboration and networking as effective means. Some of the traits of Finish System are: • They accept roughly a 10% of the best high school students into teachers training schools. (free of charge) • Unless you can sing and dance, and do sports, paint…you don’t make it. / All very good at maths and science. • The same teacher is with the kid for six years. • Not allowed by law to grade the children before the fifth grade. 4.1.3. Ingrid Schrobang Fair Retired teacher and head master. She used to hate school. She wanted to be a teacher to show how pleasant going to school can be. Many years later, she wouldn’t stop a child from asking questions with answers such as: you’ll see that next year. She warns never to destroy a child’s curiosity. 4.1.4. Piaget. Impossible not taking into account his down-to-earth ideas about children’s learning. This biologist, who had studied oysters before children, underlined the key role of experimenting and movement in the children development. His are the concepts senso-motor stage, and substance permanence. The children in Primary school hardly have the ability of abstraction. For that reason, we must easy the learning by tangibles means within the reach of the five senses and through associations with movement. 4.1.5. Pablo Lypnizky. Colegio Mundo Montessori. Colombia. If the children know that their emotions are respected, they express them. Pupils in Finland are thought to be among the brightest in Europe. They regularly score well in the OECD’s PISA assessment tests. That’s due in large part to their highly dedicated teachers. Finland has a bonus system that rewards educators who go the extra mile. Teachers earn bonuses for offering extra courses, doing environmental or violence prevention training, or offering additional assistance to disadvantaged children. The bonuses can add as much as a third to a teacher’s basic salary. Both pupils and teachers benefit from the program, which also helps make teaching a more attractive profession. The author of this paper thinks the teachers enjoy school. https://www.youtube.com/watch?v=ntdYxqRce_s Why Education in Finland Works (24/03/2013) Engaged in problem solving, not in winning arguments. 8 4.2. Specific ESL didactic: 4.2.1. Dr. Stephen Krashen: Theory of the power of free voluntary reading. 14 He defends this theory with multi-variant data. Spending time on free voluntary reading for pleasure gives excellent results for language acquisition. Given that our students are not native speakers, the author of this essay would provide children with abundant adapted literature always with audio. This will prevent them from making up a pronunciation of their own. 4.2.2.Tim Bedley, veteran of 20 years in the elementary school classroom This teacher uses power teaching. Even though I feel somewhat reluctant to some of the techniques because children look like kind of a robotic behaviour to me, I like: -The discipline, probably achieved due partly to that doing together some small sounds and gestures. -The develop of critical thinking when assessing their written assignments. This assessment is conducted this way: -The 11 year old girl reads the student’s assignment projected on the digital board or similar. She stops at times so that the whole group complete the word she does not say, which promote active learning and speed reading -The students are required to talk in pairs about what they just read. - A debate in a big group is conducted. One student speaks previous rising hand, all the others listen. 4.2.3. Paul Nation. 15 Language should be presented always in context, not through isolated words or semantic fields. Literature is a privileged ground to present language in context, in both linguistic and social context. He is in favour of deleting uncommon words while presenting words in slightly new contexts. Let's take a look at a typical example of starting every lesson with the calendar. There is a risk that if the child hears ‘Monday’ ,s/he will doubt among five possible meanings. Five: no school on Saturdays or Sundays, so far. The same thing happens with antonyms, e.g. short/long, fat/thin etc. Given that ‘long’ is so similar to the Spanish word, wouldn’t it be much easier to present that word 'long'-largo-, in a meaningful context, and help the children to find that 14 KRASHEN, DR. STEPHEN: The POWER of free voluntary Reading. Plenary KOTESOL International Conference 2011 http://www.youtube.com/watch?v=EXJwGFpfCY8. (06/04/2013) 15 http://www.victoria.ac.nz/lals/about/staff/paul-nation (7/23/2013) 15 8.1. Genre: comics Comics are definitely fun. They can be highly motivating because it takes a short time to read a comic. The images help to convey/deduce meaning. - (Editor) Román, Marta (2012): I love English, Special Literary Comics About Dracula and Tom Sawyer nº 9 (243). GREFOL S.A. España. Suggested use: Make a comic in Arts and Crafts about the whitewashing fence chapter from The Adventures of Tom Sawyer. 8.2. Genre: Fantasy We should be careful that there are not too many made-up words in the books, since the understanding might demand an advanced level according to Maureen Gardner (private conversations). - Day George, Jessica: Wednesdays in the Tower. Bloomsbury Children's Books. http://www.deseretnews.com/article/865579399/Wednesdays-in-the-Tower-adventurous-sequelto-Jessica-Day-Georges-Tuesdays-at-the-Castle.html?pg=all (14/07/2013) Suggested use: Make up events in the tower. - Shurtliff, Liesl (Goodreads Author) (2013): Rump: The True Story of Rumpelstiltskin 25 . Alfred A. Knopf Books for Young Readers. This book is filled with humour. The main character is Rump. Everybody laughs at him because of his name. He finds out he has a rare gift. 25 http://www.goodreads.com/user/show/940821-kyle-kimmal 8. TYPES OF LITERATURE WHICH ARE MORE SUITABLE FOR THE FIFTH GRADE GROUP OF STUDENTS ADDRESSED AND USING SUGGESTIONS. 16 Suggested use: Even though the addressed age is as low as 8 year old for native learners, the theme can be emotionally appealing to fifth grade students. -William Alexander (2013): Ghoulish Song. Margaret K. McElderry Books. This is about a girl who loses her shadow after playing a mysterious recorder. Then, people from her culture think she is dead. There is a risk of flood. A comment taking into account educational value and language is given on this site: http://www.commonsensemedia.org/book-reviews/ghoulish-song (12/07/2013) -Retold by: Wang, Gia-Zhen. Translated by Kung, Annie: Auntie Tigress and Other Favourite Chinese Folktales. Purple Bear Books, New York. Suggested use: Third cycle children can use Wang, Eva’s beautiful illustrations to have an insight into Chinese folklore. 8.3. Educational books for bilingual sections Children can learn about different subjects/topics. A good example of this is the book: -Clever, Katja & Bk, Blanca (2009): Manuela En El Museo / In The Art Gallery, Ediciones Buchman. (Including audio CD) There, Manuela tells about her visit to an art gallery. The book is nicely illustrated and the children learn real things about how an art gallery works. Key words given are: token, security guard, and barrier. The text is written in the first person by a girl who does not just present paintings, but also shares feelings, and this creates connection and empathy with the young readers. - Reece, Gordon (2010): El viaje a Escocia. Macmillan Iberia S.A. China. Though the text is written mostly in Spanish, there are speech bubbles in English on every page. The illustrations are colourful and portray famous features of Scotland. The book is quite easy to follow and therefore is an accessible and entertaining learning tool. Suggested use: Some children may take three issues home and share in the classroom, encouraging others to do the same. A poster is made with the information from the book. - Reece, Gordon (2008): En Londres. Macmillan Iberia S.A. China. 17 This is a good short book to review ‘who, what, which, how long’ in context. The illustrations are realistic and have a touch of humour. There is a map of London on the back cover portraying Cleopatra’s Needle, Wembley Stadium, Buckingham Palace, The British Museum, Trafalgar Square, St Paul’s Cathedral, Big Ben, the Tower of London, Tower Bridge, and The London Eye. Suggested use: Acting out of the speech bubbles using paintings made in Arts and Crafts and/or posters, or a projector of images from the internet. 8.4. Tales set in the contemporary age, presenting some fantasy elements while educating in values. Good example of this type are: - Cuentos Bilingües. Océano. A humorous story about a clumsy student wizard who misspells everything, with unpredictable outcomes. There are two CDs attached, including activities such as word association, letter jam, word chains, letter soup and incomplete sentences. Suggested use: The children borrow the book and use it at home as a way of developing selfstudy. The teacher gives credit for the time spent on it. - J.P. Paez, Andrés (2006): Good Fredy. Alva Graf S.L. A student literally as rare as a green bud, but clever enough to invent a flying device, is the one who saves a little girl. When she is about to fall off a cliff, he passes by with his flying device and saves her. Regarding the presentation of language, the English translation is given after each sentence, which makes it more didactic. This book would be excellent if it included the audio. If used, the teacher might ask for permission from the publishers to record the text. Some of our children might regard this story as childish. As teachers we can still use it by telling them to read it in order to re-tell it to younger students. While this book can be used to help the children to develop empathy towards ‘different’ people in a multicultural society like ours, there are, however, more complex, longer and more attractive books for this age, such as: 18 - Casaldarrey, Fina. (2006): SILENCE! El lago de las niñas mudas. Ediciones SM Barco de Vapor. The plot and possible use of this book are described in detail in the Unit included in this paper. - Scagliotti, Loti: They say, he said, she said. Handerville S.A. China. This is a modern version of the classic tale about the rumour of the hen who laid one thousand golden eggs in a single night, so this story deals with bits of misinformation which become absurd, and how we should be careful with that. Suggested use: This little book is good for re-telling because in order to do so the children have to use several verb tenses. 8.5. Picture books. (Books where illustrations have a main role.) -Dav Pilkey (1996): Paperboy. Pilkey uses acrylic paintings to illustrate the story conveying contrast through the colour. 26 - Traditional tales about romance in far away cultures, which present values. The following are set in Perú, and other esoteric places. They are fantastically illustrated by the famous Domènec Bladé I Piyol, who delights with visual pictures as beautiful as dreams. This visual backup might be really useful for arts and crafts for children this age, third Cycle: 10-12 year olds. Translated and adapted to English by Long, Robert: The Princess and the Lion, DIDACO,S.A. The values presented in this book are: being careful with what you say you will do, and loyalty in friendship to the point of picking up little feathers as long as needed, which results in happiness ever after. Suitable for Primary school children who see that effort has a good outcome. -Translated and adapted to English by Long, Robert: Aztec Legend, DIDACO,S.A. This book has a tint of sadness but still deals with appealing topics for third cycle students who are 10-12 year olds. The topic is a hidden romance which ends badly due to deceiving warriors. Here the morals addressed are significant. The end is quite sad, yet hopeful, since the ‘spirits’ of both youngsters in love will be together forever, despite the death of the beautiful woman. This story reminds us of Romeo and Juliet., However, this theme being so universal, who would dare 26 http://www.education.wisc.edu/ccbc/books/detailBook.asp?idBooks=477 19 to say which story was the first one, or that one author copied the other? In the end, love triumphs, and that is a positive message which any teenager will be pleased to hear. -Translated and adapted to English by Long, Robert: The Nightingale of China, DIDACO,S.A. This is a lovely legend where a selfish emperor does not want the people to enjoy what he cannot. In his case, as he is deaf, he forbids his kingdom to enjoy birds singing. The emperor’s daughter, however, secretly enjoys a little nightingale’s singing. When her father finds out, he expels the little bird, of course. As a result of this, the little girl falls badly ill longing for the bird’s singing, while a doctor tells the emperor that he would be cured of his deafness by a warm nightingale’s heart. The emperor thinks his daughter will get better if he is cured. Here, a stormy situation with a mixture of feelings develops, in which it seems impossible to be good to everyone without hurting someone along the way. The outcome is a relief for the reader of this age, since, when the nightingale volunteers to give his heart, the emperor is moved and just brings him to his daughter. She heals and the emperor finally understands that one cannot be happy by preventing others from enjoying what you cannot, but instead from sharing happiness with those around you. - Translated and adapted to English by Long, Robert: The Stork Caliph, DIDACO, S.A. In a desperate situation, the main characters are able to keep calm and listen. This way, they get the magic word they need to brake their spell and recover their human form. 8.6. Historical books. There are stories from which the children learn about the historical background in which the stories are set. Some examples are: - Díez Montes, Jose María, and Heras, Roberto (2008): Marcelo, The Little Builder. Gráficas Campher. Marcelo, The Little Builder, is set ten centuries ago in the Palentine Mountains. Children can learn about the Romanesque style. The story is written in Spanish. In order to read it in English, the children can turn the book upside down and start reading from the last page, where the same story is written in English. 20 - Lerangis, Peter, and Reagan, Mike Reagan (Illustrator) (2013): The Colossus Rises (Seven Wonders #1.) HarperCollins. Plot: Soon, Jack will die, unless he finds ‘seven magic loculi’ hidden in the seven wonders of creation. 8.7. Literature which uses personification in adventure: -Beidaghi, Hamid Reza (2003): The Unhappy Turtle. Shinseden Limited. The little turtle is unhappy because she cannot fly, hop, or swim. A magic well provides her with the means to do all that. Then she goes through the pleasures and dangers attached to being a bird, a rabbit, and a fish. -Suggested use: Make a kamishibai. The third cycle students tell the tale to the youngest children. - Dick King-Smith (1988): Martin's Mice 27 .Yearling. This is about a naive kitten who adopts a pregnant mouse. He is told off by his mother because he likes mice, but this father respects his love for mice, his being different. Some adventures unfold until Martin himself gets caught and goes through what it is to be a pet without freedom. There is humour throughout the book. The critic Larullo commented: The only negative thing I can say is that at the end Martin gets revenge...It made us laugh, but I'm not completely sure I want to teach my children that they should hit or intimidate those who bully them...but I'm also not sure that one page of this type of behaviour in a book full of the same character being sweet and kind is really going to teach them that... Cats and mice seem to hold a special attraction for children: Geronimo Stilton is a series of books featuring a mouse called Geronimo Stilton. Even though it is recommended for up to ten year olds, some 11 year olds could find them delicious reading. -Elisabetta Dam (2000 on): Geronimo Stilton. Edizioni Piemme. 27 http://www.goodreads.com/book/show/970875.Martin_s_Mice (7/12/2013) 21 - Hernández Luján, Alicia: The Tikis-Mikis of Garonte Land. Nova Galicia Edicións, Vigo. Tikis-Mikis are weird creatures which always frown and complain until one of them is saved. Then, a Tikis-Mikis, a female, cannot help but break into wide wonderful smile which, fortunately, is learned by the rest of the community. - Suggested use: Complaining about everything is a feature more likely to be found in some critical third cycle students than in the little ones. Make a kamishibai. The third cycle students tell the tale to the youngest children and both benefit from the message. - Roald Dahl (1980): The Twits. Jonathan Cape. This book is about a hideous couple who finally end up shrinking to nothing, as the post made the wife believe that was happening to her. 8.9 Literature which presents values (Useful for aim 5 of the modified subject about citizenship and human Rights.) - Nkiyasi Helm 28 (2013): The day before yesterday. Editor: Parablist Publishing House, Inc (23 de marzo de 2013) Plot: Blind Mike is bullied at school. Suggested use: Make a role play to develop empathy. This Unit is the result of my previous experience as a tutor and English teacher, of the coordination with this workmate to whom I am deeply thankful, and of the improvements I would implement in the Unit. The Unit contains elements from what has actually been done in a fifth grade this past academic year, and from what I would do if I were the one in charge of the English subject in an integration fifth grade group with the same low level but good overall capacity for languages. 28 http://vimeo.com/64658771 Young, Gifted, & BLESSED! Young Author Nkiyasi Helm & Father (Inventor) Robert Helm (7/20/2013) 9. DESIGN OF A DIDACTIC UNIT ADAPTED TO A SPECIFIC CONTEXT 22 UNIT 9 ‘SILENCE. El lago de las niñas mudas.’ Timing: 14th - 28th February 2014: 7 sessions 60 minutes each, plus a session where the English teacher will help the children to produce with technology that is a measure implemented in the school’s document Innovative Plan to use Technology to Communicate. School: Bilingual Integration School in a town of 50.000 inhabitants. TARGET GROUP: 5th Grade. There are 12 girls and 12 boys, including 2 Portuguese, 2 Ecuatorians, 2 Morrocans, 3 Rumanians, 3 boys with aggressive tendencies, 2 defiant girls, 2 boys who have remained in the same course, and 2 newcomers. There are two highly motivated "A" students. Several children have very difficult backgrounds. Sports, especially soccer and making human figures in pairs and groups, are two remarkable ways of getting them closer and developing a sense of belonging to a social group. ACADEMIC LEVEL: There are 3 levels. There are two highly motivated students: a Portuguese and a Romanian. The real medium level regarding production is that of a third grader, whereas their interests are those of their age which will be taken into account. The input they are receiving in science is from the 5 science book Oxford which is very high also. GENERAL AIMS - To motivate the students to want to learn English. - To develop the competence to learn how to learn ( Especially, English.) - To develop attitudes and skills which improve social relationships with their classmates and others. - To progress in communicative competence. In order to achieve those aims, the main resources for these two weeks present some universal values. Students will do activities with an introductory video showing the tale The Four Friends. The Unit will go on covering two short chapters of a renowned book about a Nigerian girl who suffers from bullying. The book presents the topic of bullying in a gripping, non-lecturing way. The students with the teacher will put ideas from the two chapters into a short skit by making up several dialogues. The students will record and upload them to our virtual room of the group. This virtual room will depend on the school web-site directly. 23 Objective Stage: N Affective capacities Related to Sub-Competences 5a,b,c.,8a,b,9a,b,c,d. (Check annex 2) Related especially to general objectives area 2,3,4,10 - To foster interaction (aim 3) by using non-linguistic elements (aim 2) in drama and communicating to English-speaking children using a safe program for conversing online. - To cooperate writing texts (aim 4) in a direct speech and in bubbles. -To finish acquiring an understandable pronunciation (part of aim 10) of all the sounds for consonants and consonant clusters. Block 1 Listen, talk and converse. Listening to The Four Friends video Let the students choose out of nine songs downloaded. Listening to the short scenes acted out by the two teachers. Acting out short scenes. Block 2 Read and write. Reading aloud subtitles of my slides for ‘The hardworking little donkey.’ Reading a letter in English out of Casaldarrey, Fina. 2006. SILENCE! El lago de las niñas mudas, Ediciones SM Barco de Vapor Writing the key words and the dialogues. Practicing the technique ‘Shadow Reading’. Block 3 - Language knowledge. Vocabulary Basic vocabulary to review and learn (page 63, chapter 10): think, time, table, paper, Grammar Personal pronouns Phonetics s in third person. Pronunciation of j /g 24 - Learning to learn English. hands, friends, boys, girls, presents, pictures of apples, draw, love song, find, can, remember, attractive, hair, reason, take part, school party, react, cry, things, happen, morning, clean, city, long, early, skin, new, more, car, minutes, later, all, appear, white, cake, big, circle, middle, want, play, run, stay, shout, say, there is, water, kiss. Related to character. Great! / It´s a pity. Possessive with apostrophe: Severo’s poem What/ that Pronunciation tricks corner: Notice the i: in bee, beet, beetle, feet, meet, cheese, see, knee, feet, - teen, scene, seed, High achievers: seem, seek… - To compare some structures to Spanish tongue and sharing tricks to learning how to learn English. (Aim 9 in 40/2007 for CyL aims for English Area.) Block 4: Socio-cultural aspects and intercultural awareness/values. The right to make mistakes, and the responsibility to learn from them. Kindness to new people in the classroom. British politeness and indirectness. Assessment criteria - Be able to interact using non-linguistic elements in drama. - Be able to incorporate writing texts in a direct speech and in bubbles. - Be able to pronounce all the sounds for consonants and consonant clusters in an understandable way so that the message gets across. 31 -Sound file with the recording of the adapted dialogues for the scenes. (The author of this paper created those dialogues but she asked a British acquaintance to record them in such a way that it is feasible to send it to other laptops.) SCENES Scene a. - Are you hungry? Tough! Scene b. Amina, what’s that? _It’s Severo’s poem. - Aha, you have (got) a poem. Do you want to sing? - Yes, I do. Yo cantarlo para todos. - Ok, go ahead! (…) - Thank you, ‘monito”’. Scene c. Student D: What can you see? St E: The principal! Severo is out! St F: We have to do something for Amina. A party! Both teachers will act out each scene. ‘Amina’ is wearing a colourful handkerchief. Then they repeat each sentence after the teachers, copying or making up gestures which have to do with the meaning. They repeat it together as a group/individually After each sentence is correctly pronounced, teachers help students to guess from the context the meaning of the sentence. They can draw meaning not only from our gestures, but from their existing knowledge of the story in Spanish. After the sentences have been said out loud as a group and translated as a class, some students in pairs or threes come to the board to act out each scene. The students spend the last ten minutes copying the sentences in their notebooks and asking questions if they have doubts with regard to the translation. 4th (Timing: about 10 minutes) Homework is explained and doubts solved. 32 The students will review the acting out on the blog, while reading the dialogue that the teachers acted out. The students will review the acting out on the blog, while reading the dialogue that the teachers acted out. Besides the children will do one of these pages: (For High achievers. ) Amina. Translate: ¿Tienes hambre? Peor para ti! Amina, ¿Qué es eso? - Es el poema de severo. - Aha, tienes un poema. Quieres cantarlo? - Sí. - 34 Vale, ¡venga / adelante!  ¿Qué puedes ver?  El director. Severo lo lleva claro.  Tenemos que hacer algo por Amina, una fiesta. --- (The last session, the fallowing will be the Exam for low achievers:) MISSING WORDS AND OTHERS: (Maybe it is written in capital letter and you need to write it down in……….or viceversa.) 34 4 Girl from Mozambique. Nacala, Mozambique. Photographer: Manuel Velo Martínez 33 Go, Severo’s, out, paper, I do, What, to do  Amina, what’s that? _ It’s poem. - Aha, you have (got) a poem. Do you want to sing? - Yes, . Yo cantarlo para todos. - Ok, ……..ahead! (…) - Thank you, “monito”. Scene c. Student D:_____________ can you see? St E: The principal! Severo is _______________ ! St F_ We have _____________________ something for Amina, a party. Homework for most of the Group: The previous one just without the scrambled words as an aid. 34 9.3. THIRD SESSION. Mainly, the aim is to evaluate the students’ ability to learn, their interest and effort by means of a written and oral individual exam. (This Unit was designed by a supporting teacher, the author of this paper. She went with this group just twice a week regarding English as a subject, and science. For that reason there are more evaluation activities: for the helper teacher to have a more accurate idea about these children’s skills, not just their academic level, but what they would be able to learn and how they learned. This was not about ‘marking’, but above all, about being able to help better.) Items for this day’s assessment: Competence to communicate ideas of the story even paraphrasing Pronunciation Spelling Assessment: The children are told to write what they can. They are told that some sentences will be said just once, so they have to be quiet. If they do not know everything, they should give it a try, and at least write some words or even letters. They are also told that the test is oral as well: When the students review their written tests, the teacher asks them individually to read in a low voice what they just wrote. The teacher says, "First." The students write 1 for the first translation. The teacher reads the first sentence in Spanish. The children translate it into English right then. Some time is given to do this. This goes on with the rest of the sentences.  The last sentence is dictated. The students review their work in complete silence. If someone speaks, the teacher writes a mark on the exam which can be a ‘t’ for ‘talking’. The students are told to: Review their work. To add ‘other words you know’ - for them to convey what other words they have learned. Meanwhile, while they review their work or add words just in English, the teacher asks the students to read what they have written. An orange crayon is used to mark the good pronunciation of a word. 35 Two teachers were in this session reserved for evaluation One teacher told the students the aim of this activity was to check how much they could learn and how they could help the ones who needed it more. The other teacher added that those students who show they had learned and studied at home get special credit for that. The tests are collected and the exam is corrected. A student is told to translate and so on. The teacher writes the sentences on the board, erasing the sentence translated. Later, after this session, the author of this assignment checked all the tests and counted the words the students had written down in about 50 minutes, to try to check the fluency of words in the students' minds. Every word that makes sense is counted, even if misspelt. 9.4. FOURTH SESSION. (Reinforced by the extra one at ICT classroom as part of the Innovative Plan to use ICT to communicate.) Basic vocabulary to review and learn (page 63, chapter 10) in this session: Think, time, table, paper, hands, friends, boys, girls, presents, pictures of apples, draw, love song, find, can, remember, attractive, hair, reason, take part, school party, react, cry, things, happen, morning, clean, city, long, early, skin, new, more, car, minutes later, all, appear, white, cake, big circle, middle, want, play, run, stay, shout, say, there is, water, kiss. 1st (Timing: about ten minutes.) The teacher talks individually with some of the students while the others work individually and silently on their laptops. 2nd (Timing: about 30”) The students act out the dialogues presented in the second session. 35 (Students are arranged in three groups of six. A student who correctly repeats the pronunciation of these dialogues is placed in each group.) The possible roles are written on small pieces of paper. The students may choose roles or choose them at random. If the students feel like it, they can act it out again, swapping roles. 3rd (Timing: about 10”) Presentation of new expressions through a play carried out by the two teachers. 35 Example of prized recordings: http://ceipraimundodemiguel.centros.educa.jcyl.es/sitio/index.cgi?wid_seccion=28&wid_item=147 36 4th Homework explaining (Timing about 10”). The students are told to start taking a look to the songs uploaded in their virtual room and choose two of them. They are told to write their likings on the virtual room for the teacher to see it and prepare activities with it for the next Unit. The students will play at home to act out after re-watching the teachers’ actings out on the classroom blog. 36 9.5. FIFTH SESSION 1st Cross and Knots. Timing: About 15 min: 9 students are cross, nine are knots. The teacher hands out laminated cards. The teacher asks questions. If the student knows the answer, s/he receives a card. Each has a word on it. Part of that word is underlined. On the back of the card the sound of the underlined part is presented between slashes. The first one who guesses a number chosen by the teacher, (just between numbers one and two.) starts the game. S/he chooses a sound presented on the table for playing. If the sound is /ai/, the team has to say a word which contains that sound. If they do not know, the other team can give it a try. As soon as a line is complete, the team that made it, wins. 2nd activity. (Timing: about 15 minutes): Review of the previous content from Amina story and drilling of the structures changing just a word. 1st. The teacher says words and expressions in English. The single words are to cater to the lowest levels and motivate all the students. The words and expressions are mingled so that everyone knows something from time to time, and that keeps them paying attention. 2nd. The teacher now says that we will do it in the reverse way: The teacher says some things in Spanish and they translate into English. A green crayon is always held by the teacher who has the list of students on hand. 36 Having the homework mainly consist of oral tasks prevents students from making up pronunciation of their own. This unfortunate inventing of bad pronunciation which may be assimilated with internal repetition can happen if they write words or sentences whose pronunciation they do not remember. Then, they may read as if it were Spanish, or following patterns which apply to some English words but not to those. 37 3rd. There is some drilling changing just a word, such as the verb. First the teacher speaks in English and those who understand, raise their hand, and then the teacher demands pure translation. ¿Puedes cantar?, ¿Puedes cantar una canción? ¿Puedes escribir un poema? Etc. Last part of the lesson: To explain the gap filling exercises for home. I explain to them why they are to do them without cheating. . 3rd activity. (Timing: about 10 minutes): Exposure to key words from the new chapter and review of words already covered in English or in other areas, such as PE. Review of the structures covered in the dialogues during the previous two days by changing a word for one of the words from the bingo sheets. Acting out of scene D: Narrator: Severo grasps Amina’s hand and sings (make the student improvise): ‘Yo tb soy Africana!’ Severo: It is true! Her hand doesn’t stain… 4th (About ten minutes.) Reminding of tomorrow test and answering of questions. 9.6. SIXTH SESSION Exam about the whole Unit the way it is described in the third session. We evaluate the language of the whole Unit by means of an individual written exam and by theatre, as described in the third session. There is Filling-the-gap exercises adapted for three levels. The activities are planned in such a way that the same activity is useful for different levels. For instance, there will be three different levels of gap filling exercises: a) The student chooses to receive no clues at all of possible words for the gaps. b) The student chooses to take a look at the original text. c) The student asks for a list of scrambled words for the gap filling. Timing: The last 10 minutes of the session: the exams are collected and handed out at random by several volunteers. The closed-answered exercises are corrected. Just a green or red mark is 38 put on the paper, not the whole answer. (The students themselves will find the complete answers and write them in their notebooks at home, not on the exam.) 9.7. SEVENTH SESSION. 1st (Timing: about 10”.) The teacher talks individually with some of the students while the others work individually and silently on their laptops. 2nd ( Timing: about 40”) If any child did not pass yesterday's test, s/he will be given a chance again. Meanwhile, the rest of the students will be presented with extra materials to expand their knowledge. Presentation and choosing of extra materials to borrow. We leave it up to the students to choose new books to borrow for a week. Every child reads a couple of sentences to the teacher who may record them if the child agrees to have it recorded. Meanwhile, the other children review what they read at home. They review with their headphones on. Each of them reviews the tale/book s/he borrowed. A child hands out photocopies of a short comic for the children to read in a group. They listen to it as explained previously in other sections. This reading is an activity as a whole group. Some questions to check understanding are made up by the children. Sometimes, the children are required to take some notes, just of three or four key words, in order to develop techniques to learn how to learn. Third part: • The children would bring earphones so that they can hear the reading in English while they took a look at/in the book. • When the teacher says ‘change!’, the children pass his/her book to the next child. • They have to use full time because the word ‘change!’ is said every five minutes approximately. The teacher has already made a list with all the book references she brings to the group. When a child decides to borrow one, the teacher writes his/her name with a pencil just by that reference of the book. In the same way, the teacher crosses out the names of the students who have returned their loaned books. This way: • The teacher knows which books were borrowed, and by whom. By each title of the book there is room for several possible names. 39 The exams, already graded though never on the test itself to avoid comparisons, will be given to each child for them and their parents to see. Some quick individual notes have been written on them as formative evaluation. 3rd (Timing: About 10 minutes.) The students are asked to answer some questions about the Unit anonymously. The questions are designed to measure the effectiveness of the teaching. They are told the name and topic of the next Unit for them to research. This research may be done in Spanish or looking for videos in English. Searching from information written in English which lacks audio is not recommended just in case they invent pronunciation when practicing ‘extensive reading’ or ‘skimming’ without audio. 9.8. ASSESSMENT. The current legislation for our Community Castilla y León places an importance on receptive skills and on developing children’s key competences for life. (Zabala) This is taking into account when evaluating students. 40% comprehension of texts which are read aloud at the same time, or videos with subtitles. The children themselves will make up comprehension tables or comprehension questions. All the questions included in the final exam of the sixth session have already been covered. This is to avoid unfair surprises. 30% Initiative and collaboration. Daily participation in the class and personal management of time at home, looking for their own cup of tea regarding English to motivate themselves and share ideas, sites, songs in the class and/ or the virtual classroom. The children can tell the teacher or write on the exam ‘other things you know’ from songs they are learning, games they are playing, etc., and all that counts as well, as long as there is a progress. 20% Oral expression: 10% understandable pronunciation, 10% fluency - trying to communicate though mistakes are made. Each child will read some sentences in a low voice on the test day which will be evaluated. However, the teacher will already have taken some notes from the drilling exercises after the videos, the acting out and from the reading out loud. This is useful as formative evaluation to help the children progress and see where each one needs more help. They will receive feedback as well not just regarding the 44 phonemes, but 40 extra linguistic elements, social skills and key competences for life. This way each child will be glad about those skills which make him/her unique and valuable to society. 10% Written expression: The children themselves will make up Fill in the Gaps exercises of three different levels for the exam on the sixth session. The dialogues and comprehension tables that the children make up and are corrected before the text day, are more difficult and they give the teacher an idea about the accuracy regarding word order. However the final test will include just filling in the gap exercises, so the children can focus their efforts on active listening (frequently while reading), and participation, since they know these count more in the total score. While the children make up their questions for their own exams, they are practicing grammar, and with a motivating goal: how are we going to fail an exam made by us?… The teacher is a guide and helps them correct those questions and stick to commonly used language to develop communicative competence. 9.9. Attention to diversity - As repeated all throughout the Unit, coordination is key: coordination tutorteachers, coordination with the speech expert, the psycho-therapist, the psychological team, the management team and parents. (Shared Effort Principle: LOE). - Looking for common grounds to get along with each student. Even if the teacher goes to ten Groups, s/he must know each student as much as possible. In the specific cases of this group, music is glue for gypsy children. In this situation, the teacher took guitar lessons once a week. Many breaks she was required by students to go and clap and sing with them for she had been listened singing when going up or downstairs. Other common ground is Arts. Some children were really creative and the teacher went to the Cultural Centre to provide them with extra books. When a child has difficulties in Math, but he is good at drawing, that sense of humiliation softens and the relationships improve, because each child makes peace with him/herself and is happier. - Spending time on reading files to know about the mother tongue, personal backgrounds, without labelling, possible personal needs like a disability of 30% impaired hearing. - Learning in Group. Students with a lower level never work alone in this Unit. They are never told to focus on a different sheet which, on top of everything, is mute. All the students listen to the same text and participate. However, the same learning is not demanded of all as broadly already explained. -The more interested or capable students are offered, without any pressure, different extra materials with the attached CDs for them to choose something they like. They are never 47 7. To develop basic mathematical competences and begin to solve problems which require elemental arithmetical operations, geometry and calculations and be capable of applying them to situations from their daily lives. 8. To know the most relevant facts in the Spanish and Universal History. 9. To know and value the natural, social and cultural environments and learn how to care for them. Get the basics of Spain and universal Geography. 10. To begin to use information and communication technology and develop critical awareness of the messages sent and received. 11. To value hygiene and health, accept one’s body and that of others, respect differences and use physical education and sport as a means for personal and social development. 12. To use different artistic representations and expressions and start to create visual designs. 13. To know the cultural Spanish heritage, to participate in its improvements. To respect its linguistic and cultural diversity. 14. To develop all the aspects of personality, and an attitude against violence, and prejudices of any type. 15. To know and value the animals which are closest to human life and learn to look after them. 16. To promote road safety and attitudes of respect which will contribute to the prevention of road accidents. 17. To know and value the natural, historical, artistic and cultural Heritage in Castilla León. To develop an attitude of interest and respect. To contribute to its conservation and improvement. 48 13.2. ADAPTED AIMS OF THE ENGLISH AREA FOR THIS FIFTH GRADE GROUP 40 1. To understand aural utterances to be competent to do the tasks related to their experience. 2. To recognize and use the linguistic and non-linguistic strategies and basic social rules to orally interact in daily situations which require it. (We will practice the skills aimed to show attention through verbal and no verbal signs.) 3. To orally express and interact in daily situations, adapting the intervention pattern to the specific situation and adopting a cooperative and respectful attitude. (We will practice respect by keeping the turns to speak in the communicative situations.) 4. To plan, organize and write different texts adjusting the structure to different aims and using different means and sources of information. (Students will write parallel writing, comics, letters, short tales...) 5. To understand different texts related to their experiences and interests, scanning and skimming them according to a previous objective, with the aim of developing their autonomy competence and enjoy the reading. 6. To use with progressive autonomy all the suitable means, including the technologies for learning and knowledge ICT, to get and make content, and to communicate in the foreign language. (Students will be encouraged to communicate with people around, to check different available educative channels, and to use websites) 7. To value the foreign language as a tool to communicate with people from other cultures as well and as a means to learn contents which are in English. (There will be coordination between English, Science, P.E and Arts and Crafts teachers. Students will be provided with contacts with native people. They will understand parts of films with the teacher´s help, and possibilities of the computer programs which are in English. ) 8. To show an open attitude and self-confidence towards the own capacity to learn and use the foreign language. To be aware of the own progress through the self-assessment. Compare the level acquired with the levels set up as a reference in the European framework for foreign languages. 9. To use previous knowledge and experience with other languages in order to learn foreign language in a quicker, more efficient and autonomous way by reflecting on the strategies more useful for the students to develop the competence of learning to learn. (In this Syllabus design we include the use of techniques in learning how to reason. Likewise we use strategies of comparing sounds and structures of the foreign language to the mother tongue.) 40 RD 40/2007, 3rd May, for our Community: Castilla y León. 49 10. To recognise and reproduce characteristic phonemes, rhythm and intonation patterns as well as linguistic structures and lexical aspects of the foreign language and use them as basic elements in communication. 13.3. LIST OF SUBCOMPETENCES COVERED ACCORDING THE EIGHT KEY/BASIC COMPETENCES. 1. To know the aural and written language in different contexts. Capacity to give aims to the linguistic acts. Functional use of foreign English 2.3 Ability to express using mathematical language. 3.1 To use the scientific thought to interpret the information and to decide. 3.2 Use values related to science. 3.3 Responsible use of the resources, natural environment and your own health. 4.1 Use of ICT/ LCT (learning and communicating technology) to solve real problems. 4.2 Mature use of ICT/ LCT to select the information and different tools to organize it. 4.3 Respect of ICT laws. 5 Competence to be a citizen. 5.1 Understanding of the current social reality. 5.2 Usage of democratic strategies to solve conflicts and live with each other. 5.3 Responsibility referring rights and duties. 6. Cultural Competence. 6.1 Understanding and enjoyment of art. 6.2 Be competent to create with artistic resources. 6.3 Involvement in the cultural life and the conservation of cultural and artistic heritage. 7 Competence to learn how to learn. 7.1 Deal with working individual techniques. 7.2 Ability to initiate in the learning and continue it with autonomy and efficiency. 7.3 Management of the own capacities and knowledge. 8. Autonomy and personal initiative. 8.1 Social ability to relate, cooperate and work in a team. 8.2 Ability to imagine and start individual o collective projects with creativity, trust, responsibility and critical sense. 8.3 Ability to evaluate actions and projects. 50 13.4. LORD OF THE FLIES AS A MOTIVATING STORY FOR STUDENTS EMOTIONALLY READY FOR IT, LIKELY ESO STUDENTS, AT LEAST. William Golding (1996) Lord of the Flies CPI Group (UK) Ltd, Croydon, CRO 4YY -Suggested use: The students will have watched the video in Spanish along two Spanish language classes this way: If a video with subtitles is founded, they have to read the subtitles if they want to understand the film. This is a motivating way to improve the reading speed. The film will have be used to learn new words, use the dictionary, improve oral expression skills. Moreover, and mainly, this way they will have achieved a background knowledge which makes it possible to work on structures now but using useful previous ideas. -http://www.youtube.com/watch?v=7v-kfBMWag&playnext=1&list=PL2B69AB53B8FD7A13&feature=results_video The new film in Spanish is divided in chapters in the previous link so that it is easier skip some scenes if considered. The channel is latino. Key concrete names to review/learn Food, wood, fish, islands, tye, glasses, blood, plane, cave, glasses, sticks, tea, slaves. Ideas to act out in sentences: about 58. Dialogues made from the newer film: • Out of here! Look for food and wood • We must help each other. We must know where to shit. Silence! We must fish in turns. _Are we going to be rescued? • Yes , I promise you. • Nonsense. There are thousands of islands here. He is mad. He is ill. He is useless. He is afraid of anybody but of Simon. - We can tie him. 51 - We can forget about it, he is going to die anyway. Do you think the others are OK? They will be hunting - My father, the Mayor ……..says that - The Mayor? (Probably they were rescued because of that Mayor, because of Piggy.) Oh my God! They’ve broken my glasses!! • Where is the cave? • I don’t know. (Maybe we could say these sentences in the moment they are said on the film…, just pronounce them. Think.) • It’s an offering for the monster. It is the monster! Let’s finish with the monster! Go ahead! Following the previous steps already explained, we cover these dialogues: From the old film: http://www.youtube.com/watch?v=heuDmok5fTk&list=PL31A36794F324CBE5 • It’s a good island. There’s lots of fruit. • We are English, and the English are the best of everything. • There was lots of blood! You should have seen it! • There was a plane! There was a plane!! http://www.youtube.com/watch?v=AhIyCCm426c (The previous is a link with a short edited video for a Seminary based on chapter 5) Anyone else want (s) the conch? We have to respect the rules! - I told you there is no monster! • Who cares what you believe, fatty!! 52 • I wish my aunti were here! • What for? (What’s the use) • To have tea, and discuss. • How can Piggy hunt with only one eye? Chapter 6 • We’ve seen a beast. • Sharpen a stick, at both ends! Chapter 7 Very strong: Simon’s dead. Chapter 8 Good for watch and for acting out. • It was murder. • It was an accident. There was darkness, and a storm… Ralph, I don’t see. I can’t see. I hate him with all my strength. We’ve got to get out of this. • What do you mean? • Get rescued. I mean it! If we don’t get out soon… • Piiiiigy, where are youuuuu’? We come to get you. Don’t be silly, you can see who we are! Chapter 9 Piggy’s dead A possibility is to dub the parts so that the students give their voices to the scene where these dialogues are said. 13.5. CD CONTAINING THIS ASSIGNMENT.