Pædagogisk vejledning
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Differentieret romanlæsning – engelsk
Tema: Autentisk engelsk-sproget litteratur
Fag: Engelsk
Målgruppe: 9.-10. klasse
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Det sammensatte materiale består af 11 forskellige autentiske engelsk-sprogede ungdomsromaner i
forskellige genrer:
Notes from a Midnight Driver, Jordan Sonnenblick, Scolastic, 2006
A troubled 16-year-old boy discovers the friendship of a lifetime after he is sentenced to do community
work at an old folks' home. A funny, bittersweet tour de force.
The Boy in the Striped Pajamas, John Boyne, Definitions, 2006
Nine-year-old Bruno knows nothing of the Final Solution and the Holocaust. All he knows is that he has
been moved from a comfortable home in Berlin to a house in a desolate area where there is nothing to do
and no one to play with. Until he meets Shmuel, a boy who lives a strange parallel existence on the other
side of the adjoining wire fence and who, like the other people there, wears a uniform of striped pyjamas.
Bruno's friendship with Shmuel will take him from innocence to revelation. And in exploring what he is
unwittingly a part of, he will inevitably become subsumed by the terrible process.
Speak, Laurie Halse Anderson, 1999
Melinda is friendless, outcast, because she busted an end-of-summer party by calling the cops, so now
nobody will talk to her, let alone listen to her. As time passes, she becomes increasingly isolated and
practically stops talking altogether. Only her art class offers any solace, and it is through her work on an art
project that she is finally able to face what really happened at that terrible party: she was raped by an
upperclassman, a guy who still attends Merryweather and is still a threat to her. In Laurie Halse Anderson's
powerful novel, an utterly believable heroine with a bitterly ironic voice delivers a blow to the hypocritical
world of high school.
The Giver, Lois Lowey, 1993
It is the future. There is no war, no hunger, no pain. No one in The Community wants for anything.
Everyone is provided for. Jonas, a sensitive twelve-year-old boy, had never thought there was anything
wrong with his Community, until one day. From the moment Jonas is selected as the Receiver of Memory at
The Ceremony, his life is never the same. Jonas discovers that The Community is not as perfect as it seems.
Although they appear to have everything, they are missing something of great importance. It is up to Jonas,
with the help of the Giver, to find what long ago had been lost.
Looking for Alaska, John Green, Speak, 2007
Sixteen-year-old Miles' first year at Culver Creek Preparatory School in Alabama includes good friends and
great pranks, but is defined by the search for answeres about life and death after a fatal car crash.
Paper Towns, John Green, Penguin Group, 2009
When Margo Roth Spiegelman beckons Quentin Jacobsen in the middle of the night dressed like a ninja and
plotting an ingenious campaign of revenge he follows her. Margo s always planned extravagantly, and, until
now, she s always planned solo. After a lifetime of loving Margo from afar, things are finally looking up for
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Q . . . until day breaks and she has vanished. Always an enigma, Margo has now become a mystery. But
there are clues. And they’re for Q.
Thirteen Reasons Why, Jay Asher, Penguin Books, 2009
Clay Jensen returns home to find a strange package with his name on it. Inside he discovers several cassette
tapes recorded by Hannah Baker - his classmate and first love - who committed suicide.Hannah's voice
explains there are thirteen reasons why she killed herself and Clay is one of them. If he listens, he'll find out
why.
The Hunger Games, Suzanne Collins, 2008
In the ruins of a place once known as North America lies the nation of Panem, a shining Capitol surrounded
by twelve outlying districts. Long ago the districts waged war on the Capitol and were defeated. As part of
the surrender terms, each district agreed to send one boy and one girl to appear in an annual televised
event called, "The Hunger Games," a fight to the death on live TV. Sixteen-year-old Katniss Everdeen
regards it as a death sentence when she is forced to represent her district in the Games. The terrain, rules,
and level of audience participation may change but one thing is constant: kill or be killed. Science fiction.
Sean Griswold’s Head, Lindsey Leawitt, 2011
A lively, fresh first-love story which also touches sensitively on the effects of illness within a family. Payton's
stared at the back of Sean Griswold's head every day of her high school life. So why does it suddenly seem
so gorgeous?
Glimpse, Carol Lynch Williams, 2010
Twelve year old girl Hope's life is turned upside down when her older sister Lizzie becomes an elective mute
and is institutionalized after trying to kill herself. During the course of this lyrical and heartbreaking
narrative, told in blank verse from an exceptionally promising YA voice, readers will discover the chilling
reason why Lizzie has stopped speaking-and why Hope is the only one who can bring the truth to light and
save her sister.
Blank Confession, Pete Hautman, 2011
Shayne Blank is the new kid in town--but that doesn't stop him from getting into a lot of trouble very
quickly. The other kids don't understand him. He's not afraid of anything. He seems too smart. And his
background doesn't add up. But when he walks into the police department to confess to a murder, it
quickly becomes apparent that nothing is as it seems. As the details begin to fill in, the only thing that
becomes clear is that nothing about Shayne's story is clear at all. Thriller.
Vejledningen stilles til rådighed for undervisere under følgende Creative Commons
licens
I den pædagogiske vejledning er der ideer til, hvordan man kan arbejde med forskellige mundtlige, skriftlige
og kreative opgaver, bl.a. med inddragelse af Cooperative Learning-strukturer.
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Faglig relevans/kompetenceområder
Overordnet er følgende faglige områder og kompetencer i centrum:
Kultur og samfund, tekst og medier:
Eleven kan vurdere engelsk-sprogede tekster i forhold til genre og sprogbrug
Skriftlig kommunikation, læsning:
Eleven kan forstå centrale synspunkter i autentiske tekster
Alt efter hvilken vægtning der lægges på arbejdes med romanlæsningen, vil andre kompetencer og mål
naturligvis komme i spil.
Ideer til undervisningen
Der er fire eksemplarer af hver roman, så det er oplagt at lade eleverne arbejde med den samme roman to
og to eller i grupper af fire. Det er motiverende, at eleverne selv kan få lov til at vælge, hvilken roman, de
ønsker at arbejde med. Der er mulighed for at differentiere både hvilke opgaver, eller mængden af
opgaver, som de enkelte elever eller grupper arbejder med.
Som en optakt til arbejdet kan det en god ide at lade eleverne læse i hvert fald det første kapitel som
rollelæsning /Rotating Role Reading (CL-struktur), da rollelæsning er en effektiv og kommunikativ
bearbejdning af tekster, der sikrer forståelsen fra starten.
For at videndele og formidle det lærte, kan man afslutningsvis lave karrusel-præsentationer/carousel
feedback (Cooperative Learning-struktur), hvor eleverne præsenterer deres roman, og arbejdet med
denne, for de andre elever i klassen.
I det følgende er der både forslag til mundtlige, skriftlige og kreative tasks; læreren kan så selv beslutte,
hvor man ønsker at lægge vægten i arbejdet. Som sagt, kan man her differere opgaverne i forhold til de
enkelte elever, ligesom man kan sammensætte et forløb af pligtopgaver og valgfrie opgaver – eller lade
eleverne vælge et antal opgaver helt frit. Som bilag til vejledningen er der endvidere et eksempel på,
hvordan man kan lade eleverne arbejde individuelt med at udarbejde en Reading Journal med tilhørende
tjekliste/feedback-ark.
Ideer til opgaver i forbindelse med romanlæsning
1.
Write a FULL (physical, emotional, relational) description of three of the characters in the book.
Draw a portrait to accompany each description.
2. Create a sculpture of a character. Use any combination of soap, wood, clay, sticks, wire, stones, old
toy pieces, or any other object. An explanation of how this character fits into the book should
accompany the sculpture.
3. Interview a character from your book. Write at least ten questions that will give the character the
opportunity to discuss his/her thoughts and feelings about his/her role in the story. However you
choose to present your interview is up to you.
4. Make a radio interview (Pair work) - Imagine you are a journalist, and you have been lucky enough
to get an interview with one of the persons from the film. Record with for example Audacity.
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5. Make a list of character traits each person has.
6. Make a character tree, where one side is event, symmetrical side is emotion or growth.
7. Compare and contrast two characters in the story.
8. Make a map of where the events in the book take place.
9. Be a TV or radio reporter, and give a report of a scene from the book as if it is happening "live".
10. If you are reading the same book as one or more others are reading, dramatize a scene from the
book. Write a script and have several rehearsals before recording it as a film.
11. Build a miniature stage setting of a scene in the book. Include a written explanation of the scene.
12. Make several sketches of some of the scenes in the book and label them.
13. Describe the setting of a scene, and then do it in pantomime.
14. Construct a diorama (three-dimensional scene which includes models of people, buildings, plants,
and animals) of one of the main events of the book. Include a written description of the scene.
15. After reading a book of history or historical fiction, make an illustrated timeline showing events of
the story and draw a map showing the location(s) where the story took place.
16. Read a book that has been made into a movie. (Caution: it must have been a book FIRST. Books
written from screenplays are not acceptable.) Compare the movie version with the book.
17. Choose a quote from a character. Write why it would or wouldn't be a good motto by which to live
your life.
18. Design a book jacket for the book.
19. Make a booktrailer.
20. Create a mini-comic book relating a chapter of the book.
21. Write a poem inspired by the book.
22. Make three posters about the book using two or more of the following media: paint, crayons, chalk,
paper, ink, real materials.
23. Write and perform an original song that tells the story of the book.
24. Do an oral reading with background music. Read an exciting, interesting, or amusing passage from
your book. Stop reading at a moment that leaves the audience hanging.
25. Do a collage/poster showing pictures or 3-d items that are related to the book, and then write a
sentence or two beside each one to show its significance.
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26. If the story of your book takes place in another country, prepare a travel brochure using pictures
you have found or drawn.
27. Draw a comic strip of your favourite scene – you can also do it on the computer with for example
toondoo.
28. Tell about your thoughts, emotional reaction to the events or people in the book.
29. Stories are made up; on conflicts and solutions. Choose three conflicts that take place in the story
and give the solutions. Is there one that you wish had been handled differently?
30. Give a sales talk, pretending the students in the class are clerks in a bookstore and you want them
to push this book.
31. Make a video or do a live performance of MASTERPIECE BOOK REVIEW, a program which reviews
books and interviews authors. (You can even have audience participation!)
32. Write a review of the novel.
33. Write a new ending.
Se eventuelt flere ideer under følgende links:
http://www.teachnet.com/lesson/langarts/reading/bookrepts1.html
http://www.scholastic.com/teachers/article/classroom-activities-25-book-report-alternatives
Supplerende materialer
Følgende er forslag til supplerende materialer, der kan lånes på dit lokale CFU:
”Cooperative Learning – undervisning med samarbejdsstrukturer”
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Bilag
Reading journal – book of your own choice
A reading journal is a sort of dialogue with a book you are reading. As you read the book, write on the
following topics.
Remember
 Write clear and complete sentences.
 Record each entry on a separate sheet of paper. Write a title and the date at the top.
 Number your pages.
 Don’t be too brief in your responses. Give details and support from your book to make your responses
interesting to read.
 Make your journal really nice to look at.
 Hand in XXXX
MUSTS
 Do a summary of the novel.
 Characterize the protagonist and include quotes.
 Describe the setting of the novel.
 Draw a time line and include all the main events.
 Make a dictionary of new words in the story. Here’s how: word (underlined) + phrase in which it
appeared or definition/sketch or translation. Do not write down every word you don’t know. Choose
words you would like to learn and learn them.
 Write a table of contents for your reading journal at the end.
 Design a cover for your reading journal.
 Write a critical comment at the end. What did you think of the book? Remember to argue for
your opinion.
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Reading journal – book of your own choice
Here are some examples of tasks. Choose two appropriate tasks for the book.
 How did a certain chapter make you feel?
 Collect some meaningful quotes or passages. Copy them and explain why they are important.
 Create a photo story or a comic strip with speech or thought bubbles for a section of the book. Find a
caption for each picture.
 Draw a map of the setting of the novel.
 Create a family tree for the protagonist.
 Describe the style of writing – include quotes.
 Create a Wanted! poster for one of the characters.
 Make a character poster. Draw a picture of one of the characters and write down everything you know
about this person around the picture (include quotes). After each chapter add information to your poster.
 Interview one of the characters. You can record your interview together with your friend.
 Imagine you are a character in the book: make a phone call, write a letter, an e-mail, a text message
(SMS) or write in your diary, etc.
 Write a newspaper article about an event in the novel.
 Finish this idea: “I love the way the author …” Be complete and give examples to support your opinion.
 Do some research on the author of “your” novel and write a profile.
 ? – Do you have a good idea yourself?
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Reading Journal – Check List / Feedback
Name:
FORMALIA
Hand in on time (15 p.)
Each entry on a separate
sheet of paper. Title and the
date at the top. (3 p.)
Numbered pages (3 p.)
Cover and layout (5 p.)
Table of contents (4 p.)
CONTENTS
Summary in present tense
(10 p.)
Characterization of the
protagonist including quotes.
(15 p.)
Setting (10 p.)
Timeline (10 p.)
Dictionary (10 points)
Critical comment (10 p.)
Task of own choice (10 p.)
Task of own choice (10 p.)
LANGUAGE QUALITY
Language - range and
accuracy (10)
Grammar - Range and
accuracy (10)
All in all (p. 135)
Grade:
Comment
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