Representing friendship

What has been done?

A book was read using the following comprehension strategies: Questioning the author, Think Alouds and Question-Answer Relationship (find out more in the GROWE curriculum). A video representing the book was created by the students. They agreed independently on the roles to be played. Everyone had a role and a character to play. They wrote a theatrical script to be performed, relating to the core thematic content explored through the comprehension, reflection and SEL activities (such as friendship, love and the meaning of life), paying particular attention to the dialogue. For writing the text the following strategies were used: Shared investigation (I-Search) and RAFT (find out more in the GROWE curriculum).

What kind of disciplinary literacy or socio-emotional learning skills did you cover?

  • Socio-cultural awareness
  • Critical thinking
  • Initiative
  • Communication and collaboration
  • Interpersonal skills
  • Reading comprehension skills
  • Collaborative conversation on the topic

Which authentic text did you choose?

Title: The Little Prince

Description: The story follows a young prince who visits various planets in space, including Earth, and addresses the themes of loneliness, friendship, love, and loss.

Author: Antoine de Saint-Exupéry

Publishing house: Reynal & Hitchcock

Which results did you have?

Students developed the ability to make decisions within the group and respect the opinions of others. Through representing a character, they learn to express different points of view.

What do students say?

The pupils were satisfied with the process. They felt involved in the story, discussed key themes such as the meaning of life, love and friendship and enjoyed the acting process.

Annex: Representing an authentic text: