Copy of the slides I used for my session at LW2017.

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Literature for ALL
Isabelle Jones, Head of Languages
@icpjones
http://isabellejones.blogspot.com
icpjones@yahoo.co.uk

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Literature for ALL
• What do we mean by literature?
• Audience
• Benefits
• Challenges
• Making Literature accessible

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Literature?
“Written material such as poetry, novels, essays, etc, especially works
of imagination characterized by excellence of style and
expression and by themes of general or enduring interest”.
Collins English dictionary
Not just fiction?
Excellence of style and expression?
Themes of general or enduring interest?
Representation of the culture of the
Target Language country

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short stories
news and opinion articles
songs
adverts, posters
magazine articles
specialist publications
scenes from plays
poetry/song lyrics
poem forms such as haiku, inventory…
fairy tales
rhymes
tongue twisters
letters
myths and legends
Cartoon strips, comics
proverbs and sayings
jokes
Literature?
http://all-literature.wikidot.com
Broader sense…
Or steps towards
More complex text?

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Text types: How are they tackled in SoWs?
Grammar items Connectives
Information Facts and opinions
Third person
Ordinal numbers
Explanation Telling why, how, what
First/ third person
Sequence, causal
Comparison
Description Creating a picture with words
Third person
Sequence
(prepositions)
Instruction Imperative , present tense
Second person
Sequence
Recount Past tense
First/ third person
Temporal, causal
Contrast
Persuasion One-sided
Second person
Second person
Causal
Argument One-sided, logical steps Sequence, causal
Advice Addresses reader directly
Modal verbs
Sequence, causal
discussion Presents both side of an
argument
Sequence, causal
Alternatives,
examples

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Taking into account age range, interests, experiences,
possible curriculum links
Considering the range of literacy needs in mother tongue and
foreign languages in Primary/ Secondary/ Post-16
Checklist?
Literature for ALL: Audience
Age/Maturity
Life/Reading experience: family support
Link with foreign countries/culture
Ability to transfer skills and knowledge
Independence
Motivation

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*Opportunities to get pupils to engage with the uniqueness of the
culture of the Target Language country
*Opportunities to reflect on own culture by comparison and find
out more about a specific area, historical event, famous author…
*Opportunities to introduce pupils to specific vocabulary or
grammatical structures in a memorable way
*Opportunities to revisit vocabulary and grammatical structures in
a different context
Literature for ALL: Benefits
Engagement
Motivation
Knowledge
Understanding

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Literature for ALL: Challenges (Teacher)

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Literature for ALL: Challenges (Teacher)
Adapting texts
Il était une fois une petite fille de Village, la
plus jolie qu'on eût su voir ; sa mère en était
folle, et sa mère-grand plus folle encore. Cette
bonne femme lui fit faire un petit chaperon
rouge, qui lui seyait si bien, que partout on
l'appelait le Petit Chaperon rouge.
Un jour sa mère ayant cuit et fait des
galettes, lui dit :
Va voir comme se porte ta mère-grand, car on
m'a dit qu'elle était malade, porte-lui une
galette et ce petit pot de beurre. Le Petit
Chaperon rouge partit aussitôt pour aller chez
sa mère-grand, qui demeurait dans un autre
Village. En passant dans un bois elle
rencontra compère le Loup, qui eut bien
envie de la manger ; mais il n'osa, à cause de
quelques Bûcherons qui étaient dans la Forêt.
Il lui demanda où elle allait ; la pauvre enfant,
qui ne savait pas qu'il est dangereux de
s'arrêter à écouter un Loup, lui dit : Je vais
voir ma Mère-grand, et lui porter une galette
avec un petit pot de beurre que ma Mère lui
envoie.
http://clpav.fr/lecture-chaperon.htm
Había una vez una niña muy bonita. Su
madre le había hecho una capa roja y la
muchachita la llevaba tan a menudo que
todo el mundo la llamaba Caperucita Roja.
Un día, su madre le pidió que llevase
unos pasteles a su abuela que vivía al
otro lado del bosque, recomendándole
que no se entretuviese por el camino, pues
cruzar el bosque era muy peligroso, ya que
siempre andaba acechando por allí el lobo.
Caperucita Roja recogió la cesta con los
pasteles y se puso en camino. La niña
tenía que atravesar el bosque para
llegar a casa de la Abuelita, pero no le
daba miedo porque allí siempre se
encontraba con muchos amigos: los pájaros,
las ardillas...
De repente vio al lobo, que era enorme,
delante de ella.
https://cuentosparadormir.com/cuentos-clasicos/cu
Possible difficulties/ ways to tackle them?

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•Cultural references: geographical, historical
•Register
•Vocabulary
•Grammar
•Length/density of text
•Lack of visual clues
Literature for ALL: Challenges (Pupils)

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*Establish this as a regular activity and link with what has been taught
before.
*Include Literature as a “Reading for Pleasure” slot in your SoWs-with
appropriate support. This could reinforce what has been done before
or introduce something new.
*Build on Target-Language countries cultural/ teaching traditions such
as the integration of Literature with visual and performing arts.
*Consider getting pupils to translate a section of the text and compare
with the original.
*Pupils can summarise the text in their own words or with the help of a
writing frame.
*Pupils can review the text and develop their skills in
using the language of opinion and description.
*Pupils can focus on the description of specific
characters or re-write a section as if written by them.
Literature for ALL: Possible approaches

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Literature for ALL: Possible approaches
Etude d’un personage:
description/ recount/ opinion

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*Use Literature as a way to develop speaking confidence through
reading aloud and performance. (plays/poetry)
*Encourage scanning of complex texts, looking for cognates and near-
cognates as well as words that can be worked out by breaking them
down and considering their prefixes, stems, etymology and suffixes.
*Studying lexis linked to specific text types.
*Use quotes as starters http://uk.pinterest.com/icpjones/pablo-neruda/
http://uk.pinterest.com/icpjones/jacques-prevert/
*Focus on features such as rhythm, rhymes, assonances, alliterations,
metaphors, similes
Literature for ALL: Possible approaches
More tightly structured activities include:
*Gapfills
*Matching questions to answers
*Matching titles and paragraphs
*Re-order sections of the text

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http://www.thefrenchexperiment.com/stories
Les trois petits cochons
Le petit chaperon rouge, Charles Perrault
Le tour du monde en quatre-vingt jours, Jules Verne
http://isabellejones.blogspot.co.uk/2016/08/parallel-reading-with-parallel-books_24.html
http://www.conte-moi.net
Le petit Prince, Antoine de St Exupéry http://www.lepetitprince.com/oeuvre/le-recit/
http://uk.pinterest.com/nessalovesshoes/le-petit-prince/
Le petit Nicolas, René Goscinny http://www.sja.us/assets/pdf/a00-LePetitNicolas_BOOK.pdf
Platero y yo, Juan Ramon Jimenez
http://myspanishinspain.wordpress.com/2012/05/02/libros-en-espanol-platero-y-yo-juan-ramon-jimenez/
Don Quijote, Miguel de Cervantes http://www.guiainfantil.com/fiestas/Quijote/elQuijote.htm
Literature for ALL
Kindle (free texts)
pdfs online

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Poetry (French):
Mars, Maurice Carème
http://www.frenchtoday.com/french-poetry-reading/mars-de-maurice-careme#
Déjeuner du matin, Chanson pour les enfants l’hiver, Jacques Prévert
http://fasttrackfrench.com/dejeuner-du-matin-jacques-prevert/
http://www.dailymotion.com/video/x18luxy_prevert-jacques-chanson-pour-les-enfants-l-hiver_creation
Les fables de La Fontaine
http://fr.hellokids.com/r_1904/videos-et-tutoriels/videos-les-fables-de-la-fontaine
http://www.la-fontaine-ch-thierry.net/fables.htm
Les calligrammes/Le Pont Mirabeau, Apollinaire
http://guillaume-apollinaire.fr/calligrammes.htm http://bacdefrancais.net/pontmirabeau.php
Il pleure dans mon Coeur, Paul Verlaine
http://www.bacdefrancais.net/il-pleure-dans-mon-coeur-verlaine.php
Demain dès l’aube, Victor Hugo
http://www.bacdefrancais.net/demain-des-l-aube-hugo.php
Oradour, Jean Tardieu
http://hdacb.blogspot.co.uk/2013/01/oradour-de-jean-tardieu-1944.html
L’homme qui te ressemble, René Philombé
http://soutien67.free.fr/francais/niv03/lire/poesie/l%20homme%20qui%20te%20ressemble.pdf
Dernier poème, Robert Desnos
http://memoirequichante.com/biographies/desnos-robert/
Pourquoi je vis, Boris Vian
http://poems.lesdoigtsbleus.free.fr/boris_vian.htm
Literature for ALL

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Poetry (Spanish):
El viento en la isla, Pablo Neruda
http://www.poemas-del-alma.com/el-viento-en-la-isla.htm
http://rimasdecolores.blogspot.co.uk/2012/09/pablo-neruda-para-ninos.html
La nana de la tortuga, Rafael Alberti
http://lalupa3.webcindario.com/poesia_infantil/poesia%20infantil.htm
La mariposa, Federico Garcia Lorca
http://www.guiainfantil.com/articulos/ocio/poesias/la-mariposa-poesia-infantil-de-garcia-lorca
/
Los ratones, Lope de Vega
Poesías para niños, Antonio Machado
El dentista en la selva, Gloria Fuertes
http://www.pequeocio.com/poesias-infantiles/
Juan Ramon Jimenez
Promesa a las estrellas, Gabriela Mistral
http://www.pequeocio.com/poesias-infantiles-gabriela-mistral/
http://dgb.conaculta.gob.mx/coleccion_sep/libro_pdf/32000000049.pdf
Literature for ALL

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Poetry and playfulness with language
Poetry:
Does not have to rhyme (writing-exploring a topic/building sentences)
Using rhymes (speaking-exploring the sounds of the language,
reinforcing patterns)
Rhyming dictionary (online or app)
http://www.dicodesrimes.com/ http://dictionnaire-des-rimes.fr/
http://buscapalabras.com.ar/rimas.php
https://itunes.apple.com/es/app/pocket-rhymer/id338095684?mt=8 (fr-sp-Gr-it-En
Puns and jokes:
Cultural references
Sounds of the language
Double meaning
Carambar jokes
http://blague.carambar.free.fr/blagues/blague.html
Lepe
http://www.1000chistes.com/chistes-de-lepe
Tongue twisters:
Great for pronunciation practice & development of grammatical awareness
http://trabalenguasenespanol.com/
http://michel.buze.perso.neuf.fr/lavache/virelangues.htm
http://www.tv5.org/TV5Site/publication/publi-39-Les_virelangues.htm

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Literary appreciation: Song Lyrics
Hace horas que te espero
y hace horas no te veo
hace horas que te quiero pero
hace horas que te pierdo
hace horas que te espero
y hace horas no te veo
hace horas que te quiero pero
hace horas que te pierdo
Hace horas que te pierdo
en esta esquina solo me acompaña esta
tímida neblina el sabor de tus besos
impregnados al vapor de este solitario invierno
quizás me olvidaste
o quizás la verdad tú solo me borraste
este amor es un chiste triste triste
como se siente cuando todo lo perdiste
la miel la piel y el riel
cual es el sentido cuando la vida luego es tan cruel
dame más tiempo frecuento un momento
juro que mi sombra será tan discreta como tu silencio
pero nunca me respondes …
Ana Tijoux:
Las horas
http://www.youtube.com/watch?v=HnRywV8Hh-U

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Literary appreciation: Song Lyrics
La chanson française
http://platea.pntic.mec.es/cvera/hotpot/chansons/index.htm
Jacques Brel-Serge Reggiani-Georges Moustaki-Charles Aznavour-Edith Piaf…
Stromae-Grand Corps Malade.
Canciones en español
http://www.todoele.net/canciones/Cancion_list.asp
http://aprenderespanol.org/canciones/canciones-video-letra.html

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UN INVENTAIRE A LA PREVERT
• Vous ne ferez pas de phrases complètes, mais une liste de
thèmes, objets, sentiments, personnes, actions…ayant rapport à
l’amour. (focus on agreements)
• ·Nombre de vers : maximum 20
• Vous utiliserez des allitérations et/ou des assonances.
• Utilisez au moins trois mots de chacune des listes suivantes dans
votre poème :
► adjectifs : ému, heureux, ensorcelé, amusé, ébloui, séduit,
amoureux, fasciné, fou
► verbes : embrasser, murmurer, serrer contre soi, manquer,
cajoler, penser à, tomber sous le charme de…
► adverbes : tendrement, doucement, amoureusement,
passionnément, follement, affectueusement, intensément
► substantifs : la passion, l’amour, la flamme, la rencontre, la
femme de ma vie, l’homme idéal, le coup de foudre.
Literature as
a stimulus

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Word clouds &
Calligrammes
• Wordle http://www.wordle.net
Literature as
a stimulus

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Tagxedo
http://www.tagxedo.com/
Literature as
a stimulus

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for literature
Follow icpjones
http://uk.pinterest.com/icpjones/french-texts/
http://uk.pinterest.com/nessalovesshoes/le-petit-prince/
http://uk.pinterest.com/icpjones/jacques-prevert/
http://uk.pinterest.com/icpjones/litt%C3%A9rature-pour-tous/
http://uk.pinterest.com/icpjones/spanish-texts/
http://uk.pinterest.com/icpjones/literatura-para-todos/
http://uk.pinterest.com/icpjones/pablo-neruda/
http://uk.pinterest.com/melodyvalois/como-agua-para-
chocolate/

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‘Appy Literature
Bescherelle (£)
Bled (£)
Robert (£)
RAE
Bordas (L’intégrale des dictionnaires
Bordas: difficulties, quotes,
Synonyms, rhymes, verbs)
Pocket rhymer (English, Italian, German,
Spanish, French)
Isinónimos
Pinterest (icpjones)
Twitter @icpjones @AESG_MFL
Diigo

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Literature for ALL
• What do we mean by literature?
• Audience
• Benefits
• Challenges
• Making Literature accessible
Action!
1
2
3

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Literature for ALL
Isabelle Jones, Head of Languages
@icpjones
http://isabellejones.blogspot.com
icpjones@yahoo.co.uk