TL Session 1

Text type?
There was a merchant in Bagdad who sent his servant to market to buy provisions and in a little while the servant came back, white and trembling, and said, Master, just now when I was in the marketplace I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture, now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me. The merchant lent him his horse, and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the marketplace and he saw me standing in the crowd and he came to me and said, Why did you make a threating getsture to my servant when you saw him this morning? That was not a threatening gesture, I said, it was only a start of surprise. I was astonished to see him in Bagdad, for I had an appointment with him tonight in Samarra.
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Slide 1: Diapositive
TaalHBOStudiejaar 4

Cette leçon contient 18 diapositives, avec quiz interactifs et diapositives de texte.

time-iconLa durée de la leçon est: 100 min

Éléments de cette leçon

Text type?
There was a merchant in Bagdad who sent his servant to market to buy provisions and in a little while the servant came back, white and trembling, and said, Master, just now when I was in the marketplace I was jostled by a woman in the crowd and when I turned I saw it was Death that jostled me. She looked at me and made a threatening gesture, now, lend me your horse, and I will ride away from this city and avoid my fate. I will go to Samarra and there Death will not find me. The merchant lent him his horse, and the servant mounted it, and he dug his spurs in its flanks and as fast as the horse could gallop he went. Then the merchant went down to the marketplace and he saw me standing in the crowd and he came to me and said, Why did you make a threating getsture to my servant when you saw him this morning? That was not a threatening gesture, I said, it was only a start of surprise. I was astonished to see him in Bagdad, for I had an appointment with him tonight in Samarra.

Slide 1 - Diapositive

Welcome to Teaching Lit year 4
Aim of the session:
At the end of this session, students can describe four different approaches to teaching literature and explain why we should teach it at all and state how to pass this module.
SC: Students can define four different approaches to literature
SC: Students can give two reasons why we should teach literature in the language classroom
SC: Students can define the aim and SC of this course

Slide 2 - Diapositive

Who am I?
Sølvi van den Ende
Norway
UvA
Secondary Education 
Higher Education 
Van den Ende Education

Slide 3 - Diapositive

Slide 4 - Diapositive

Name cards
Write down the title of your favourite book and explain why it is your favourite.

OR

Write down the title of a book you would like to recommend to others and explain why they should read it.

Slide 5 - Diapositive

Is Teaching Literature your very last module of the ETTP programme?
yes
no

Slide 6 - Sondage

What are your expectations of the module?

Slide 7 - Question ouverte

3 MG questions

Slide 8 - Diapositive

What is the HvA definition of literature?
timer
2:00

Slide 9 - Question ouverte

True or false?

A resource bank for primary texts which can used for your lesson design and additional scaffolds and examples of the assignments can be found in Brightspace.
A
True
B
False

Slide 10 - Quiz

Which one is correct? This module has...
A
2 assignments one formative, one summative Both assignments must be a pass
B
3 assignments All summative Last one must be a pass
C
1 assignment grade 1-10 Attendance in class means a pass
D
2 assignments Minimum grade 6 on both Equal in importance for final grade

Slide 11 - Quiz

why should we teach literature?

Slide 12 - Carte mentale

Aim and SC of the module
At the end of the module, students will be able to present pedagogic arguments for teaching literature at all secondary school levels and MBO and show theoretical understanding and practical and critical skills needed to teach and evaluate their own literature classes. 

SC: Together with peers, students can design a lesson plan for a literature lesson and support their choices with theory from the course.
SC: Students can present their lesson plan in an individual academic paper at C2 level
SC: Students can carry out the lesson plan in their classroom
SC: Students can evaluate and reflect on the the lesson plan in an academic paper at C2 level.

Slide 13 - Diapositive

Aim for Block 1
At the end of block 1, each student can write a 1500-word paper which describes a literature lesson plan based on a civic/personal aim and a language aim that suits the learners' needs and is supported by relevant theory.

SC: You can analyse your students' needs for your choice of literary assignment
SC: You can define a civic/personal aim for a literature lesson
SC: You can define a language aim for a literature lesson
SC: You can design a lesson plan for a literature lesson
SC: You can justify design choices made on the basis of at least three relevant sources for the teaching of literature, including Van der Knaap (2019) and sources in the MG in a group of 3.
SC: You can apply the conventions and language for an academic paper

Slide 14 - Diapositive

What is needed in a needs analysis?

Slide 15 - Question ouverte

What is a civic/personal aim?

Slide 16 - Question ouverte

Approaches to teaching literature
Meervoudige benadering van 
mvt-literatuuronderwijs
 (uit Bloemert, Paran, Jansen & Van de Grift, 2017)

Slide 17 - Diapositive

What did you learn today?

Slide 18 - Question ouverte