ETWINNING PROJECT SCHOOL YEAR 2018-2019
Title: 'Leer y escribir: un mundo por descubrir / Reading and writing: a world worth exploring'
The project objective is developing students' love for English and Spanish literature in order to be finally able to write articles and short stories on their own in the two languages studied. The main task consists of analysing two novels focused on similar themes, but at the same time very different from each other. The first one, The Guernsey Literary and Potato Peel Pie Society, a novel by Mary Anne Shaffer and Annie Barrows, is the main source for the English part of the project. The second one, Un viejo que leía novelas de amor, written by Luis Sepúlveda, is the source for the Spanish part of the project. The students involved are supposed to work on both the novels, during the same period, by communicating in English and Spanish respectively. As for the Italian students, only 9 out of 28 of them will work on the Spanish novel, due to their good knowledge of Spanish. Despite aimed at achieving similar aims, the English part and the Spanish part of the project must be described separately, as one can see below.
Global description of teachers and students participating in the project
| SUBJECT and NOVEL | TEACHERS AND STUDENTS |
| English novel: The Guernsey Literary and Potato Peel Pie Society (by Mary Ann Shaffer, Annie Barrows) | Laura Raniolo ITCS LAZZARI – Dolo – Venice (Italy) 28 students aged 17-18 (4C RIM) | Mercedes Rodríguez Peregrín IES EL BOHÍO, Cartagena – (Spain) 13 bilingual students aged 15-16 (IV ESO) | Gracia Gimeno INS Els Alfacs, Sant Carles de la Ràpita – Tarragona - (Spain) 22 students aged 14-15 (III ESO) |
| Spanish novel: Un viejo que leìa novelas de amor (by Luis Sepùlveda) | Anna Simonato ITCS LAZZARI – Dolo Venice (Italy) 9 students (aged 17-18) (they are part of the 28 students of 4C RIM) | Antonio Jiménez Morata IES EL BOHìO – Cartagena (Spain) 16 students aged 16-17 (I bachillerato) | Liliana Díaz Gómez IES Escultor Juan de VillanuevaI, Pola de Siero – Asturias (Spain) 16 students aged 15-16 (IV ESO) |
ENGLISH PART
Aims:
-
Writing of articles, letters and short stories;
-
Developing reading and writing skills;
-
Supporting students' love for literature;
-
Reflecting on various themes (e.g. friendship and the native), developed by Mary Ann Shaffer and Annie Barrows in their novel “The Guernsey Literary and Potato Peel Pie Society” (2008);
-
Learning to work in team;
TEACHERS OF ENGLISH: Laura Raniolo, Mercedes Rodríguez Peregrín, Gracia Gimeno (partners)
Brief description of the novel 'The Guernsey Literary and Potato Peel Pie Society' (by Mary Ann Shaffer, Annie Barrows)
"I wonder how the book got to Guernsey? Perhaps there is some sort of secret homing instinct in books that brings them to their perfect readers." January 1946: London is emerging from the shadow of the Second World War, and writer Juliet Ashton is looking for her next book subject. Who could imagine that she would find it in a letter from a man she's never met, a native of the island of Guernsey, who has come across her name written inside a book by Charles Lamb.
As Juliet and her new correspondent exchange letters, Juliet is drawn into the world of this man and his friends—and what a wonderfully eccentric world it is. The Guernsey Literary and Potato Peel Pie Society—born as a spur-of-the-moment alibi when its members were discovered breaking curfew by the Germans occupying their island—boasts a charming, funny, deeply human cast of characters, from pig farmers to phrenologists, literature lovers all.
Juliet begins a remarkable correspondence with the society's members, learning about their island, their taste in books, and the impact the recent German occupation has had on their lives. Captivated by their stories, she sets sail for Guernsey, and what she finds will change her forever.
Written with warmth and humour as a series of letters, this novel is a celebration of the written word in all its guises and of finding connection in the most surprising ways.
Languages
Languages: English
Students
age: 14-18
Spanish students: 13+22; Italian students: 28
Subjects
literature; history; letters
Tools
video conference, twinspace, forums, digital presentations, videos
Objectives
The students will be asked to
-
discuss about the importance, the value of reading and their reading habits
-
discuss the theme of friendship and of the native in the book
-
analyse and debate on different themes from the book
-
learn to write of articles, letters, short stories to wrap up the work of the project
-
become aware of netiquette rules and e-safety.
SOURCE MATERIALS:
Novel: Mary Anne Shaffer and Annie Barrows, The Guernsey Literary and Potato Peel Pie Society, Bloomsbury, 2008
Film: Mike Newell, The Guernsey Literary and Potato Peel Pie Society, 2018
SCHEDULE
| ACTIVITIES | DATES AND METHODS |
| STEP 1 INTRODUCE YOURSELF: After reading the first letter of Dawsey to Juliet and of Juliet to Dawsey in class, to be taken as example for a good introduction letter, we assign our student the writing of an introduction letter. “Introduce yourself to your partners in the project” writing a letter where you describe yourself. You tell about your life (where you live, something about your family), what you like, what your hobbies are. | CHRISTMAS VACATION. As homework. Once returned from Christmas holidays, the students will hand out the letters to be corrected by the teachers. Then they will upload the correct version in the forum. |
| The students choose a foreign partner after reading the profiles and the letters in the forum. | Week from 13th to 20th January. As homework. |
| Skype meeting with the partners. From 11.30. To get acquainted. | Friday 25th January. 1 hour In class, the students will speak in English. |
| STEP 2 MAIN THEME OF THE PROJECT: “The love for reading” A series of questions about reading is handed out to the students to open a discussion about the importance, the value of reading and their reading habits. Questions: -
Do you like reading? -
How many books do you read in a year? -
Did your parents use to read you stories, books when you were a child? -
Do you like the most reading a book or watching a film? -
What was the last book you read? -
What is your favourite genre (e.g. historical novel, detective stories, romance…)? -
Do you believe that it is important to read? -
Did you think that people read enough books? -
Do you have a favourite writer? Who are they? -
What would you do to promote reading? -
Do you prefer traditional books or e-books? -
What book would you suggest to your peers? | Week from 21st to 27th January 1 hour in class The class is divided in small groups. In each group, the students ask the questions each other and write down their own answers. A spokesperson is chosen and at the end of the hour the spokesperson reports the result of the answers of their group. As homework: The students write down (trying to organise in a text) the answers to the questions, to be shared in the forum. |
| STEP 3 INTRODUCTION TO THE NOVEL “The Guernsey Literary and Potato Peel Pie Society” The teachers introduce the novel, which is the fil rouge of the project. | Week from 28th January to 3rd February 1-2 hours Use of a power point presentation. In the power point there will be reported the passages where the theme of READING is central. |
| ANALYSIS of the CHARACTERS – Juliet Ashton, Dawsey Adams, Amelia Maugery, Isola Priddy, Elizabeth McKenna, Kit. The teachers describe the characters and their role in the novel. The aim of the lesson is to build the vocabulary to describe characters and personality. | Week from 28th January to 3rd February 1-2 hours Reference: https://www.gradesaver.com/the-guernsey-literary-and-potato-peel-pie-society/study-guide/character-list |
| STEP 4 ANALYSIS AND DEBATE on the theme of “The NATIVE and FRIENDSHIP” Guided by the teacher, in class the students discuss the theme of friendship in the book, and of the native; i.e. the inhabitants of the island of Guernsey. Reference to the passages chosen from the book (see PDF “Friendship and the native”) | Week from 4th to 10th February 1-2 hours Reference to the passages chosen from the book (see PDF “Friendship and the native”) In this lesson we give examples for the analysis of the following themes that will be carried out in small groups. We can propose pictures, quotations, short scenes from the film for the analysis. |
| ANALYSIS AND DEBATE on the different themes -
Nature -
Love -
Poverty and Isolation | Weeks from 4th to 17th February 4-5 hours Students are divided in groups. Every group is assigned with a theme. Students have to analyse the theme, using pictures, quotations, music, starting from the extracts of the novel provided by the teachers – see PDF files with the scans of the passages. It could be useful to provide a list of questions to guide the analysis. As homework: Students share their group work in the forum. |
| INTERVIEW THE ELDERS The authors of the novel were aunt and niece. In the post scriptum of the novel they explained why they decided to write it together and they discuss the importance of storytelling, of reading. Prepare an interview to propose to the elders of your family about the importance of reading. | Week from 18th to 24th February 1 hour Reading of the post scriptum in class. Preparing the interview. As homework: Propose the interview prepared in class to some older member of your family. Report the interview in the forum. |
| STEP 5 THE MAGAZINE –WRAP UP Writing of articles, letters, short stories to wrap up the work of the project. | Week from 18th February to 3rd March A teacher proposes writing strategies to produce an article or short essay for a literary magazine. As homework: Write articles, letters, essays, short stories to be shared in the forum, as final product of the project |
| | |
| STUDENTS FEEDBACK Teachers provide a list of question to understand how interesting the project was for the students. | First week of March As homework The teachers share the answers. An idea can be to give the questions about reading proposed at the beginning of the project and see if some of the answers are changed. |
| FASE 6. Creation of the final magazine and publication; | 15th March |
SPANISH PART
Finalidades:
-
Escribir artículos de opinión y cuentos breves;
-
Desarrollar la competencia lectora ;
-
Promover el amor por la literatura:
-
Reflexionar sobre algunos temas que destacan en la obra de Sepúlveda, como la lectura, la especie humana, el poder político (el abuso, la opresión, los prejuicios, el sexismo, el supermacismo);
-
Aprender a trabajar juntos y a negociar;
Profesores de Español: Anna Simonato (fundador); Antonio Jiménez Morata (fundador); Liliana Díaz Gómez (partner);
Descricpción de la obra: Un viejo que leía novelas de amor, escrita por el autor y cineasta chileno Luis Sepúlveda, en 1988.
Esta novela narra la historia de Antonio José Bolívar Proaño quien vive en El Idilio, un pueblo remoto en la región amazónica de los indios Shuar, y con ellos aprendió a convivir y conocer la Selva respetando las leyes de esta y los animales, así como también a cazar, en particular a una tigrilla, la cual estaba causando problemas en el pueblo. Su deseo por leer se le presenta cuando el dentista Rubicundo le proporciona novelas de amor, y producto de eso en sus noches solitarias se dedicaba a leer con intensidad.
Lengua: Español
Estudiantes:
16+16 españoles + 9 italianos - Edad: 15-18
Contenidos:
Literatura; historia; artículos y cuentos
Herramientas:
vídeo conferencias, twinspace, forums, vídeos
Objectivos:
Los estudiantes tendrán que:
-
Reflexionar y hacer comentarios sobre la importancia y el papel de la literatura en su rutina;
-
Mirar el film inspirado en el libro y entender el contenido general;
-
Analizar unos fragmentos del libro seleccionados por los profesores y relacionados a unos temas específicos mencionados en el punto siguiente;
-
Reflexionar y hacer comentarios sobre esos temas: la naturaleza y el mundo civilizado, el poder político;
-
Aprender las strategias adecuadas para escribir artículos de opinión y cuentos;
-
Escribir artículos de opinión y cuentos en grupos de alumnos mixtos, es decir de institutos distintos;
HERRAMIENTAS:
-
Luis Sepùlveda, Un viejo que leìa novelas de amor - ed. Maxi Tusquets, 1988
-
Rolf De Heer, Un viejo que leìa novelas de amor, 2011
FASES DE TRABAJO
| ACTIVIDADES | LUGAR Y FORMA DE TRABAJO | EPOCA |
| FASE 1. CONOCERSE Presentarse en el FORUM 'ME PRESENTO': datos personales, aficiones, escuela, experiencias enriquecedoras, proyectos futuros; | En casa individualmente | Diciembre – comienzos de enero |
| Leer dos perfiles de dos alumnos de dos institutos distintos y escribir dos comentarios; | En casa individualmente | 7-11 de enero |
| Encuentros con videollamadas (Skype) para que los chicos se vean cara a cara; | En clase | 7-18 de enero |
| FASE 2. LA IMPORTANCIA DE LEER: con la ayuda del profe comentan este tema a través de las siguientes preguntas: ¿Te gusta leer? ¿Cuántos libros lees al año? ¿Tus padres te leían libros cuando eras pequeño? ¿Prefieres ver el libro o esperar a la película? ¿Cuál es el último libro que has leído? ¿Qué género prefieres: ficción, histórica, policíaca...? ¿Crees que es importante leer? ¿Crees que la gente lee suficiente? ¿Tienes algún escritor favorito? ¿Por qué? ¿Qué podemos hacer para promover la lectura? ¿Prefieres el libro tradicional o el electrónico? Resumimos uno de los libros que hemos leìdo y lo recomendamos por...? | En clase | 7-11 de enero |
| ¿En el forum 'NOS GUSTA LEER'?, los chicos escriben su opinión acerca de la lectura, usando los conectores aprendidos, luego comentan por lo menos un post de un alumno de otro instituto; | En casa, individualmente | 7-11 de enero |
| FASE 3. VISIÒN DE LA PELÌCULA ENTERA y análisis: personajes, hechos principales, individuación de los temas principales a través de actividades guiadas; | 3 horas de clase | 14-20 de enero1414-20 de en14-20 de enero |
| En el forum 'ANALISIS DE LA PELICULA', los chicos analizan y comentan lo visto; | En casa, individualmente |
| FASE 4. ANALISIS DE LA OBRA (en general): Análisis de la nota, de la dedicatoria del autor, de tiempo, lugar, personajes, estilo, temas, entrevista al autor | 4 horas de clase | 21 de enero – 8 de febrero |
| EN EL FORUM 'Análisis de la obra', los alumnos intercambian opiniones; | En casa, individualmente |
| ANALISIS DE LA OBRA (fragmentos): lectura y análisis de unos fragmentos escogidos por los profesores sobre los temas siguientes: la naturaleza y el mundo civilizado, el poder político; actividades guiadas para desarrollar el amor por la lectura; | 5 horas de clase |
| EN EL FORUM 'Análisis de la obra', los alumnos inrcambian opiniones; | En casa, individualmente |
| FASE 5. APRENDER ESTRATEGIAS PARA para redactar un artículo de opinión y un cuento por cada grupo destinado a una revista de lectura bilingüe; | 3 horas de clase | 11-15 de febrero |
| FASE 6. Realizaciòn de los artículos y de los cuentos en grupos mixtos, formados por alumnos de los tres institutos; | en clase (3 horas) y en casa durante esta semana | 18 – 23 de febrero |
| FASE 7. Corrección de los textos hechos y creación de la revista final; | Por parte de los profesores | Publicación: 15 de marzo |
| FASE 8. Cuestionario final sobre el trabajo hecho en el FORUM 'REFLEXIONES FINALES' | En casa, individualmente | 25-28 de febrero |