What has been done?
A book was read through the following comprehension strategies: Questioning the author, Think Alouds, Question-Answer Relationship (find out more in the GROWE curriculum). A video which represent the book was made. Students agreed independently on the roles to be played. Everyone had a role and a character to play. They wrote a theatrical text to be performed, relating to the theme that is the subject of the comprehension, reflection and emotional awareness activities (such as friendship, love or the meaning of life), paying particular attention to the dialogues. 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,
- Communication and collaboration
- Interpersonal skills
- Reading comprehension skills
- Collaborative conversation on the topic
Title of video: Representing an authentic text
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 themes of loneliness, friendship, love, and loss. Despite its style as a children’s book, The Little Prince makes observations about life, adults and human nature
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 opinion of others. Moreover, by representing a character, they find the courage to state new points of view that are not conventional and that they were not used to state before.
WHAT DO students SAY?
The pupils were satisfied with the process, because they felt involved in the story, discussed deep themes such as the meaning of life, love and friendship and had fun acting.