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I told 6° form students that one of the many ways to understand a text was analysing the paratext. I showed the kids a title of a story and asked them what they thought it could be about. Then I started changing the fonts, the size, the colour, the pictures and the background and they realised the difference it made. With each change their idea of the story changed as well. They understood that they could get to know many things about a text from the paratext, even before reading.

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Kids received four different texts (a poem, a kids' story, a recipe and a newspaper article) in foreing languages they don't know (Russian, Arabic, Japanese and Greek). In spite of not being able to read a word of the texts, they were able to identify the text type thanks to the paratext. After this, we were able to pin down the concrete elements that make up the concept of paratext.

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1st A
Reading Beach Day!
Focusing on paratext.

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We analyzed the para text when working on the novel
"Life of Pi". As we had watched the movie, kids were able to identify very easily that the images belonged to a book cover and not a movie poster.

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We will be doing this next week. We will work on Safety tips based on the story Officer Buckle and Gloria:
Lesson 1:

Act 1: We will talk of one of our goals for 2020: become very good readers. I will tell the kids that to achieve this goal there are certain strategies that will help us do so. I will tell them about “Scrutinize the paratext” and together we will “construct” its meaning and reflect on its importance:  As we do so a mind-map will be drawn on the board for the kids to write down in their binders.

Act. 2: To work on this strategy we will the  following activities: a- Peeping Bag: the book is in a big paper bag having some holes. The kids will peep through the holes and try to tell anything they can about the cover. I will write their ideas on the board for later checking.

b- Memory Game: I will give the kids one minute to examine the cover of the book, they will  have to tell me everything they can see on the cover included the info provided.

c- Prediction: they will use that cover to examine the characters, plot, and theme of the novel.

Once we do so, we will stick the poster illustrating the strategy on the wall

Act. 3: We will keep a record of what has been done in class in the kids’ binders.

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Scrutinize the paratext.

In 1st form, we focused on the cover of the book, we identified illustrations, title and author. We made predictions based on the paratext which we later verified when we finished reading the story. We made a point on the importance of looking at all the details in the cover to be able to understand the story.

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TIE UP ENUNCIATION SKILLS

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We made a Google Form based on this strategy and linked it to "Malala's Magic Pencil" Book. The students had to go over certain aspects and solve the multiple choice quiz.

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Relate the text to what you know about the subject matter and the text type.

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In First Form we talked about the different types of text we have dealt with over this past month and students had to match the name of the text to the picture of the text. We used jamboard to work.

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We made a collaborative Jamboard after introducing the topic where students would match the texts we have been working with to their corresponding text type.

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TEXT TYPES - 3RD FORM B - Google Jamboard

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We created a Kahoot Challenge for the kids to recognize the text type of the course texts we have been working on.

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Analyze the words you don't know

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After the story "The Dot" and discussing the main ideas, events and important words and phrases, we played a Pictionary all together on a Jamboard! Students had lots of fun drawing the words from the story and guessing their peers' drawings.

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After the story "The Dot" and discussing the main ideas, events and important words and phrases, we played a Pictionary all together on a Jamboard! Students had lots of fun drawing the words from the story and guessing their peers' drawings.

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5th A and B - Paula - Listen to the song and read its lyrics. Who is SHE? Explain who you think the singer is talking about when he says SHE. https://www.youtube.com/watch?v=6ltO2ZTD414 Remember you need to use a dictionary online to look up the meaning of the words you don't know. https://www.wordreference.com/.

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5th A and B - Paula - Listen to the song and read its lyrics. Who is SHE? Explain who you think the singer is talking about when he says SHE. https://www.youtube.com/watch?v=6ltO2ZTD414 Remember you need to use a dictionary online to look up the meaning of the words you don't know. https://www.wordreference.com/.

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In First Form we are reading a new book called "Willy's Pictures". We chose three paintings from this book and their titles. We went over the pictures, their titles their description and the meaning of the words. Afterwards, we gave students two slides, one which had the vocabulary we had been working with and a picture which represented their meaning and in the end, they had to match the words with the correct painting as shown in this picture. We helped students analyze the meaning of the words through the paratext and their own background knowledge.

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Throw light on the structures of the sentences.

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Examine how the text is woven together.

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1st form - There are no cats in this book.

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1st form - There are no cats in this book.

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We read the story and explored how many ideas were woven together in it. We reflected upon each of these ideas and used this story as a trigger for many follow up tasks.

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Grip referents to their references.

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Students discovered that in order to see a whale they needed to be very focused and really know where to look for them!

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Identify the main ideas in each paragraph.

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Students read some facts about Agatha Christie, in order to give you ideas to carry out a task.
FACTS:
1. HER MOTHER DIDN’T WANT HER TO LEARN TO READ.
Before becoming a bestselling novelist, Christie was in real danger of growing up an illiterate.
Her mother was said to be against her daughter learning how to read until age eight (Christie taught herself), insisting on homeschooling her and refusing to let her pursue any formal
education until the age of 15, when her family dispatched her to a Paris finishing school.

2. HER FIRST NOVEL WAS WRITTEN ON A DARE.
After an adolescence spent reading books and writing stories, Christie’s sister, Madge, dared her sibling to attack a novel-length project. Christie accepted the challenge and penned The
Mysterious Affair at Styles, a mystery featuring a soldier on sick leave who finds himself
embroiled in a poisoning at a friend’s estate. The novel, which featured Hercule Poirot, was
rejected by six publishers before being printed in 1920.

3. SHE HAD AN ALIAS.
Beginning in 1930 and continuing through 1956, she wrote six romance novels under the pen name Mary Westmacott. The pseudonym was a construct of her middle name, Mary, with
Westmacott being the surname of her relatives.

4. SHE ONCE DISAPPEARED FOR 10 DAYS.
In 1926, Christie—who was already garnering a large and loyal fan base—left her home in
London without a trace. It could’ve been the beginning of one of her sordid stories, particularly since her husband, Archie, had recently said he wanted a divorce. A police manhunt ensued, although it was unnecessary: Christie had simply driven out of town to a spa, possibly to get
her mind off her tumultuous home life.

5. SHE LOVED ARCHAEOLOGY.
After divorcing Archie, Christie married archaeologist Max Mallowan in 1930 and joined him
for regular expeditions to Syria and Iraq. In 2015, HarperCollins published Come, Tell Me How
You Live, the author’s long-forgotten 1946 memoir of her experiences traveling. Although she assisted her husband on digs, she never stopped working on her writing: Their preferred
method of transport was frequently the Orient Express, a fact that likely inspired her Murder on the Orient Express.

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Explore the author´s hidden purposes in writing
this text.

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Students in 5th form read a series of logical fallacies and tried to understand what the hidden message behind the actual words was.

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Sense your own feelings about the text.