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These elements will be discussed and fleeted at various stages using a range of homework as well as classroom activities: Narrative voice: o As reflect on the unreliable narrator: “write your memories” (phase O) o As reflect on the narrator’s subjectivity and the difficulty of the perspective: “fill in the bubbles” (phase 1) Construction of characters: o As apprehend how the characters’ particular traits and their relationship to other characters are constructed: “fill in the bubbles” (phase 1), “character tableau” (phase 2), “character sculpting” (phase 4), ‘Write a C.V. / job offering” (phase 4), “write an epitaph” (phase 5), “press conference” (phase 6)
Setting: o As identify the key locations of the setting and analyze their relevance for the narration: “draw the setting” (phase 1), “group challenge” (phase 2) Structure of the plot: o As recognize anticipatory elements and further clues of the text and predict the continuing of the plot: “predict the plot” (phase 0) o As identify key moments of the plot: “draw setting” (phase 1), “group challenge” (phase 2), “summarize the summary’ (phase 3), “role-play a key scene” (phase 5) Reading Guide to Guiro’s Never Let Me Go As interpret the relevance of the key plot items: “press conference” (phase 6) Moreover, the As identify and respond to the major themes of the novel during a range of activities.
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This will improve the As ability to think critically and build an own opinion on relevant topics: Ethics of cloning and donations: “group challenge / discussion” (phase 2), “write a newspaper article” (phase 5), “donating revisited / film My Sisters Keeper” (phase 6) Individuality: “state the rules” (phase 1), “group challenge / discussions” (phase 2), “summarize the summary’ (phase 3), “role play / discussion” (phase 5) Life purpose and self-determination: “write a C.V. / job offering’ (phase 4), “role play / discussion” (phase 2) Creativity and art: “group challenge / discussion” (phase 2), “summarize the summary / discussion” (phase 3), “role play / discussion” (phase 5) Furthermore, the As will have opportunities to express their opinion on these (and further) topics while composing a diary accompanying their home reading. The mentioned activities will also improve the As’ over-all reading, writing, and speaking skills. The As will be set a range of tasks to produce oral and written texts of different genres (oral: discussion, presentation, role play; written: memories, diary, dialogue, summary, C.V. / job offering, epitaph, newspaper article).
Being exposed to a longer English text with a variety of syntactical structures, the As will enhance their capability to form grammatical sentences. Similarly, the As’ exposure to a wide range of lexical items, repeated in different contexts over the course of the text, will broaden their vocabulary. In addition, the As will complete an ongoing vocabulary task (each S extracts and defines lexical items from one passage of the text 0 see question 5 of this guide) and subsequent vocabulary exercises as well as other written and oral production applying the new words. These activities will reinforce the As’ exposure to new scapulars and enable them to actively use the newly learned lexical items. 3. Subdivision of text.
How should the text be broken down so as to make it available to the students at home and in the classroom? (0. 5) The novel and suggested activities are suited for Prima level. In order to make the text accessible to the As, it may be divided into sections as shown below. Generally, the As read section by section independently at home. For the purpose of introducing the text and dealing with a key passage of the novel, some pages will be read in class. The classroom reading will be done either individually or by struggling roles to different As. Section 1: chapters 1-6 (p. 3-75): childhood at Hails Section 2: chapters 7-9 (p. 76-109): last years (age 13-16 yr. ) at Hails Section 3: chapters 10-15 (p. 13-181): at the Cottages, trip to Norfolk 2 Section 4: chapters 16-19 (p. 182-232): Kathy as a care, Kathy, Ruth, and Tommy reunite, Rut’s death Section 5: chapter 20-end (p. 233-282): Kathy and Tommy, visiting Madame 4. Define working phases and the amount of time you dedicate to these. What are the roles teacher/students play in these phases? Which parts should be read at home, which in class? (1. 0) The As regularly dedicate two weeks to the home reading of each section. Following each home reading portion (I. E. Every two weeks) one double- lesson is held in class to explore and discuss a range of topics relevant to the understanding of the respective section.
According to the subdivision of the novel into five sections (see number 3 of this guide), there will be seven classroom sessions (including one pre-reading and post-reading session). Phase O: One starting double-lesson will be dedicated to the following activities: – Writing about the past: The As state and discuss in which situation they would eel the need to write down their memories, who they would address the text to, how they would deal with memories they cannot remember well, what to include, what to exclude from the memories. This activity functions as a lead-in to the novel and its notion of writing about your own past (subjectivity, unreliability).
Keyboards and prediction: The As are presented a set of 10 keywords chosen from the first chapter and predict what the chapter might be about. This activity introduces the As to the topic of the novel and whets their interest to continue reading, while not giving away too much information in order to maintain the suspense. It also enables the As to focus on some of the text’s key vocabulary. Reading: The As read a first short section of the book (p. 3 until p. 71. 25). This, again, gives the As a first idea of the plot and style of the novel and allows for further prediction activities. Characters: Based on the previous reading activity, the As build up a first image of a character (Kathy, Ruth, Tommy) and predict what happens next in the story.
This is a first exercise focusing on the narrative technique of the novel, requiring the As to pick up narrative clues from the text (anticipations, character traits) to raw conclusions on the unfolding of the plot. Refer to the attached lesson plan (“Phase 0”) for further details on the classroom activities during this phase. 3 Phase 1: The As are assigned to read chapters 1-6 (p. 3-75: childhood at Hails) at home within two weeks. Two weeks after Phase 0 one double-lesson in class will be dedicated to the following topics and activities: Draw the setting: The As draw a map of Hails with the various mentioned locations and explain what happens where and how it is important to the story. While working on this task, the As identify the main locations and review the key moments of this first passage of the novel.
Fill in the bubbles (narrator): The As identify the ‘outer’ and ‘inner dialogue’ the narrator renders in a given passage and thereby analyze the narrator’s reliability when accounting for the narrated events. Fill in the bubbles (characters): The As analyze a given dialogue from the text. While analyzing the ‘outer dialogue’, the As also reflect on the characters’ unuttered attitudes and opinions. This task highlights the nature of the various characters and the relationship among them. State the rules: The As identify the social codes at Hails and reflect on the arsenal / individual limitations for the characters resulting from these rules. ; Refer to the attached lesson plan (“Phase 1”) for further details on the Phase 2: The As are assigned to read chapters 7-9 (p. 76-109: last years (age 13-16 yr. ) at Hails) at home within two weeks.
Two weeks after Phase 1 one doubtless in class will be dedicated to the following topics and activities: – Group challenge: During home reading, each S prepares one question (on the plot, a character, the setting etc. ). The T collects the questions and poses them to the class. The class is divided into groups who compete in answering the questions. This task gives the As a chance to review the key elements and offers a warm-up to subsequent discussions on the main themes of this sequence of the novel: o Creativity / art Donations and ethical questions Collective vs.. Individual (group pressure, Hails community) ‘Purpose of life’ (“complete”, I. E. “to die”, means you have “completed your task in life”) Character ‘tableau’: As create a still life setting of the main characters (Kathy, Ruth, Tommy, Miss Emily, Miss Lucy, Madame).
Then someone steps up to touch different characters who come alive and talk from their perspective about the scene. Phase 3: The As are assigned to read chapters 10-15 (p. 113-181: at the Cottages, trip to Norfolk) at home within two weeks. Two weeks after Phase 2 one double- lesson in class will be dedicated to the following topics and activities: 4 Summarize the summary: In groups, the As write a 20-sentence-summary of what happened in the read passage. Each group passes their summary on to the next group who shortens it to 10 sentences, then passes it on to the next group who shortens it to 5 sentences. This task requires the As to review the plot of this sequence and, with increased intensity, focus on the key moments of the text.
It also functions as a warm-up activity to discuss and work on the main themes of this part of the text: Lack of individuality (clones, Hails ‘factory’, copying the life of the “normal” people and the older clones) Donations / ethics Vocabulary test 1: based on selected vocabulary. Phase 4: The As are assigned to read chapters 16-19 (p. 182-232: Kathy as a care, Kathy, Ruth, Tommy reunite, Rut’s death) at home within two weeks. Two weeks after Phase 3 one double-lesson in class will be dedicated to the following topics and activities: Character ‘sculpting: In an interactive activity, the As produce ‘sculptures’ presenting the main characters of the novel.
During this task, the As analyze each of the characters’ main features as well as the relationship between them. As each group build their ‘sculptures’ based on a different part of the novel (I. E. Part 1: childhood at Hails, part 2: at the Cottages, or part 3: adult life as careers / donors), the As have the opportunity to visualize the shift of the relationships over the course of the novel. Write a C.V. / job offering: The As produce either a job offering or a C.V., taking on the role of an employer looking for a care / donor or a clone looking for a job, respectively. During this task the As reflect on the purpose of the characters’ lives in the logic of the novel and the level of self-determination they are granted.
A warm-up task, writing C.v. based on their own lives, highlights the discrepancies (and parallels) between a ‘real’ person’s life and the life of a clone in the novel. C] Refer to the attached lesson plan (“Phase 4”) for further details on the Phase 5: The As are assigned to read chapter 20-end of book (p. 233-282: Kathy and Tommy, visiting Madame) at home within two weeks. Two weeks after Phase 4 one double-lesson in class will be dedicated to the following topics and Write an epitaph: The As produce an epitaph for the deceased character Ruth. This requires the As to review and reflect her main characteristics (balancing the positive and negative sides) and the major events in her life.
Role play: The As read the conversation at Madame’s house between Kathy, Tommy, Madame, and Miss Emily as a role play (p. 251-267). This enables the As to revisit this key moment of the novel and functions as a basis to discuss in class the 5 ethical issues that are brought up. The analysis of the ‘normal’ people’s opinions that become apparent in this dialogue can also serve as a basis to ask the As if hey think Ruth would even be buried and if it is plausible that anyone wrote an epitaph for her grave. Write a newspaper article: Based on the information the As gained from the read conversation, the As write an article about the closing of Hails.
The article should give details on the reasons for the closing, give an idea of the value / status of the clones in society, and so on. Phase 6: One week after Phase 5 one double-lesson in class will be dedicated to the following topics and activities: Press conference: In groups the As will be preparing and holding a press inference where 2-4 characters from the book will be interviewed by various reporters from different magazines and are thus interested in different questions (e. G. Cosmopolitan (love and sex), The Walters Journal (Hails as a business concept), Science Magazine (scientific approach) etc. ) This will allow the As to reflect on events and themes of the novel in retrospect.
Transfer to present (“My sister’s keeper”): The As watch short extracts of the movie “My sister’s keeper” (donation not from a clone, but parents engineered a child that should donate to save his dying sister) and discuss questions uncovering the engineering of life and the self-determination of those who have been engineered. During this task the As transfer their knowledge about cloning for the purpose of donation to the present where life is being engineered for the purpose of donation. As reflect on the moral issue of engineering life and the right to self-determination of these engineered people. C] Refer to the attached lesson plan (“Phase 6”) for further details on the 5. How are you going to deal with the vocabulary? (0. ) In order to introduce some of the core lexis of the text, there will be a vocabulary preaching activity when introducing the text, I. . In phase O (see description phase O). As a means to deal with further unknown vocabulary and also to enable As to integrate the passively used vocabulary into their active language use, there will be an ongoing vocabulary task accompanying the reading: each S will be asked to select a number of words from a given passage of the book. The As will translate or define their selected words using an electronic vocabulary tool, e. G. Www. Evoker. Net, and provide the other As with their word lists. Based on the complete list at the end of the reading, the T will prepare a range of vocabulary exercises and two vocabulary tests.
Also, over the course of the different working phases, the As will be asked to produce a range of written and oral texts applying the new words. 6 6. What additional material are you going to add? (0. 5) Film sequences of My Sister’s Keeper (available on Youth) Online vocabulary tool (e. G. Www. Evoker. Net) Input material for “press conference” activity: o copies of different magazines to illustrate focus / interest of each publication o video to give an example of a press conference (e. G. With the actors of the film adaptation) Input material for C.V. / job offering activity: C.V. and job offering samples Background material on literary theory (narrative voice, perspective, autobiography, narrative elements,… Scientific articles on cloning, donation, life engineering…. Film adaptation of the novel: Never Let Me Go (2010) Vocabulary tests Oral exam instruction sheet Assessment sheets (oral exams and reading diary) Various handouts and worksheets (Thought Bubbles, Dustsheet My Sister’s Keeper, Dustsheet Press Governance, 20 Master Plots) 7. Think about and develop pre-reading and post-reading activities. (0. 5) Pre- reading activities Write your memories: The As are asked to put themselves into the situation of mating to write down their their life story/remember childhood memories: o Explain motivation (situation, reason to put things down) o Who are you addressing your text to? How do you deal with memories that you can’t remember perfectly? O What do you include, what do you exclude from your memories? Title prediction: As predict what the book will be about based on its title Never Let Me Go. Alternatively, the T presents three different stories that could fit the title and As have to discuss which one is the most likely. Keywords and prediction: The As are presented a set of keywords and predict hat the novel respectively the first chapter is about. Visual prompts: T presents visual material representing the locations that the novel takes place in (map and images of England, Norfolk, boarding house, cottages, hospital,… ) and asks the As to speculate about the story.