Students are always intrigued by a little competition or by a challenging activity. They feel proud when winning or completing such activities. For the last activity the students were given the biographies of the two poets and they were asked to link the poet with its poem and provide reasoning based on the analysis they did, as well as on the life experience of each poet that influences their writing style. Each group was evaluated on each activity by the teacher and the winner was decided based on originality of ideas, in-depth analysis and critical thinking.
Team working is a skill that students must develop through school! Learning how to collaborate and applying the skill is challenging since the students must learn to delegate the work that must be done as well as take the responsibility to do their part and help the team to succeed. On the other hand, it is fun as the students interact with each other and can have fun while working on their project. Another important skill is the ability to speak and explain work in front of an audience (public speaking). With this activity the students will work on the structure of a presentation and they will be asked to present it, which will help them to interact with the audience and boost their self-confidence required for effective public speaking, by taking up the role of the presenter. The students were separated into two teams and each team got a poem. They had to work in groups and analyse the poems as shown in the first activity. Then each group had to create a short presentation based on the poem analysis and present to the other team.
Class discussion is a great educational tool as students can share their ideas and listen to other people’s ideas. This helps to develop critical thinking skills as well as the ability to reason ideas. The aim of the activities was related to the class syllabus, therefore IGCSE-level students (14-15 years old) were introduced to unseen poetry along with a discussion in class about the term, their understanding of the term, as well as what is expected from them when working with an unseen poem. A plan of an unseen poem was put on board and students went over each part and explained how it should be developed. Also, they discussed the terminology used in the poems.
During literature week, teachers and students shared their love of reading and their love of books with each other! 5th grade students read to their ‘little brothers’ and ‘little sisters’ in 1st grade and the 1st graders practiced reading with their ‘big brothers’ and ‘big sisters.’
(At the beginning of every school year, a 5th grade student is paired with a new 1st grade student. We call the 1st grade students the ‘little brothers’ and ‘little sisters’ and the 5th grade students ‘big brothers’ and ‘big sisters.’ The ‘big brothers’ and ‘big sisters’ are happy to take on the role of helping the new students learn about our school, spend time with the 1st graders during recess, and share some lessons together throughout the school year.)
During our literature week, students and teachers were also encouraged to join the fun at our Book Market! Students had the opportunity to bring a book from home that they had already read. If a student brought a book, they were allowed to swap it for a book another student had brought. The Book Market was a great success and a fun way for students to find a great new book to read.
Teachers also took part in the fun of the Book Market and brought their own books from home in order to swap for a new book!
To end our literature week, students and teachers were encouraged to dress up as a storybook character!
Students were extremely creative with their outfits and we had characters from many different books. Teachers also took part in the fun and students who dressed up were rewarded with Moomin lollipops, of course!
Teachers and students at Töölö elementary school loved coming together to celebrate a week all about Tove Jansson, the Moomins, literature and reading! What a great way to promote a love of reading with fun activities and ideas! 🙂
Let us show you a very famous chapter: The old blind man and the longganizza.
Lazaro went to buy wine. Meanwhile the blind man was roasting a longganisa on the fire, Lazaro decided to steal the longanissa before leaving. He changed the longganisa for a turnip. Finally the wily blind man noticed the change and he made Lázaro vomit it.
The students of 4th B of Primary Education have learned the diferents owners that Lazarillo de Tormes had: Our students had been
reading, looking for information and listening to the explanations and exhibitions in class. They have also represented by groups, in the lego classroom, some of the owners: the blind, the clergyman, the painter…
Also there is a beautiful video that you can watch clicking on the link below.
Lego Story Starter is a fantastic tool to work oral and written expression with students. They create scenes that they must then explain or interpret orally or in writing. This activity promotes creativity, imagination and also collaborative work which is one of our strengths at school.
This resource can be used at any level and it always gives good results. It is a tremendous luck to have a Lego Room at our school, a legacy of our previous Erasmus + project “CREATING TOMORROW´S SCHOOLS TODAY.!
Here we leave some scenes created by key Stage 1 secondary students which belong to the first chapter of ” Lazarillo de Tormes”. We hope you like them.
Lázaro meets the blind beggar.
He says “good-bye” to his mum and starts his journey with his first master.
He receives his first lesson from the blind man “not to trust anyone.”
This is Lázaro playing one of his tricks to obtain food and drink. He was strongly punished afterwards.
Finally, he avenged the blind beggar and left him alone to start for a new adventure.
The knowledge of different languages enriches the person and opens the door to a better future. In addition, there are other “languages” that improve the inclusion.
Deaf people don’t have a visible sing of their disability, so no one notices it until they speak to them, and they don´t know how to communicate with them because most of them can’t use sign language. This isolation isolates them.
We would like to show this knowledge.
A secondary student of 2nd ESO has read the first two paragraphs of “Lazarillo de Tormes” while an interpreter does it in Spanish sign language. It should be noted that each country has its own sign language. In Spain, for example, we have two sign languages: the Spanish sign language and the Catalan sign language.