Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Duration: 1 hour
Prior Knowledge:
1) Pupils are familiar with the definitions coherence and intertextuality.
2) Pupils are familiar with the linguistic and structural features that contribute to
textual coherence.
3) Pupils are familiar with the terms orientation, complication, climax and
resolution.
Learning Objectives:
1) The Primary 5 pupil will be able to identify the intertextual references of three
selected texts through the narrative structure (orientation, complication,
resolution).
2) The Primary 5 pupil will be able to state that a reader is able to create
coherence of a story through his understanding of structures of other stories.
Key concepts:
Intertextuality
how texts are influenced by/have referenced to/ have relationship
to other texts (Hewings & Hewings, 2005)
Coherence
relationships that link the ideas in a text to create meaning for the
readers (Lee, 2002, p.32)
Duration
Lesson Plan
Activating Prior Knowledge
Rationale
The movie
trailer and
key questions
are in place
to activate
their prior
knowledge
and build
interest. By
doing so,
pupils tend to
learn more
effectively
(Mazer,
2013).
Key
questioning
has shown
not only to
engage
pupils but
help
construct
learning of
the task and
content at
hand
(Johnson,
1992).
Intertextuality
is brought in
at this
juncture so
that pupils
are able to
see that the
texts of the
same genre
may contain
conventional
structures.
As mentioned
in the essay,
the reader
may be able
to make
sense of the
text because
of prior
experience
with texts of
the same
genre
(Ahmadian &
Yazdani,
2013; Hylen,
2005).
Consolidation
reinforces
new learnings
(Calderon,
2007).
References:
Ahmadian, M., & Yazdani, H. (2013). A Study of the Effects of Intertextuality
Awareness on Reading Literary Texts: The Case of Short Stories. Journal of
Educational and Social Research, 3(2), 155.
Calderon, M. (Ed.). (2007). Teaching reading to English language learners, grades
6-12: A framework for improving achievement in the content areas. SAGE
Hylen, S. (2005). Allusion and meaning in John 6. Berlin: Walter de Gruyter.
Johnson, N. L. (1992). Thinking is the key: Questioning makes the difference.
Creative Learning Consultants.
Mazer, J. P. (2013). Associations among teacher communication behaviors, student
interest, and engagement: A validity test. Communication Education, 62(1), 86-96.
doi: 10.1080/03634523.2012.731513