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- The Pigman (A2-B1)
- The Absolutely True Diary of a Part-Time Indian (A2-B1)
- Extremely Loud & Incredibly Close (B1-B2)
- Rabbit-Proof Fence: The True Story of One of the Greatest Escapes of All Time (B1-B2)
- Bridget Jones's Diary (A2-B1)

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- Hörspiel aufnehmen, Podcast/Videocast
- Blog schreiben
- Szenen/Charaktere zeichnen
- Lesetagebuch
- Alternatives Ende schreiben
- Ein Kapitel vor Ende "mein" Ende schreiben und begründen, warum man denkt, dass es so ausgeht
- Standbilder
- Rezessionen schreiben
- Mit verteilten Rollen lesen lassen
- role plays
- Ein Kapitel als Comic dargestellt mit leeren Sprechblasen austeilen, Schüler tragen nach lesen in die Sprechblasen ein
- Text in Umgangs-/Schülersprache umschreiben lassen
- Jumbled elements vor dem Lesen: mögliche Handlung legen
- Fakebook Pages für die Charaktere im Text (s. kleine Leistung Nina Kissinger)

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- Uncle Sam's Cabin (B2, slavery, American history, cultural aspects)
- The giver (B1, science fiction, should our memories and feelings be controlled? There is also a good film version)
- Cornelsen: Short books, different levels and genre
- My name is Malala (cultural aspects, human rights)
- The wave
- Hunger Games
- The tortilla curtain

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i'll bring this to our FD seminar

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cf. my comment for post Creative Wiriting

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Working with fictional text: Creative Writing 

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Working with fictional text: Creative Writing 

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How to work with fictional text in a creative way?
How to develop a rubric for evaluating creative work?
How do we „grade“ creative writing?

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Teaching literature in bf1 classes:
- what kind of literature is adequate? A1- level literature is easy to understand language-wise, but does not adress the topics that my students are interested in.
- I thought comics could be a creative way to teach literature. What do you guys think?
- a1-level nivels I found:
A Cry in the Darkness: Englisch A1 (Compact Lernkrimi - Kurzkrimis) https://www.amazon.de/dp/3817419740/ref=cm_sw_r_cp_api_i_NfhDCbQ0084RX

Skeleton Island: Lektüre mit Audio-CD (Hueber Lektüren) https://www.amazon.de/dp/3190129711/ref=cm_sw_r_cp_api_i_EghDCbJ9SSQQK

Chasing Bloody Mary: Englisch A1 (Lernkrimi Comics) https://www.amazon.de/dp/3817416555/ref=cm_sw_r_cp_api_i_2ghDCbNSMVFYK

The Murderer Next Door: Englisch A1 (Compact Lernkrimi - Kurzkrimis) https://www.amazon.de/dp/381741952X/ref=cm_sw_r_cp_api_i_whhDCbMM4EV3G

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Carolin Nettelbeck

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Does anyone know a book/comic/short story for BFI? The literature I found for A1/A2 is very childish and not interesting for them.

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Teaching Literature in the EFL classroom. Advice and guidance from the British Council

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Teaching Literature in the EFL classroom. Advice and guidance from the British Council

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Click on the headings below to find out more about available materials and support for teachers in each area.

Literature in ELT
The use of literature in the ELT classroom is enjoying a revival for a number of reasons. Having formed part of traditional language teaching approaches, literature became less popular when language teaching and learning started to focus on the functional use of language. However, the role of literature in the ELT classroom has been re-assessed and many now view literary texts as providing rich linguistic input, effective stimuli for students to express themselves in other languages and a potential source of learner motivation. On this site you can find a range of literary texts and supporting classroom materials, on the BritLit pages.

What do we mean by literature?
John McRae (1994) distinguishes between literature with a capital L - the classical texts e.g. Shakespeare, Dickens - and literature with a small l, which refers to popular fiction, fables and song lyrics. The literature used in ELT classrooms today is no longer restricted to canonical texts from certain countries e.g. UK, USA, but includes the work of writers from a diverse range of countries and cultures using different forms of English.

Literary texts can be studied in their original forms or in simplified or abridged versions. An increasing number of stories in English are written specifically for learners of other languages. The types of literary texts that can be studied inside and outside the ELT classroom include:

1 Short stories
2 Poems
3 Novels
4 Plays
5 Song Lyrics

Why use literature in the ELT classroom?
Literary texts provide opportunities for multi-sensorial classroom experiences and can appeal to learners with different learning styles. Texts can be supplemented by audio-texts, music CDs, film clips, podcasts, all of which enhance even further the richness of the sensory input that students receive.

Literary texts offer a rich source of linguistic input and can help learners to practise the four skills - speaking, listening, reading and writing - in addition to exemplifying grammatical structures and presenting new vocabulary.

Literature can help learners to develop their understanding of other cultures, awareness of 'difference' and to develop tolerance and understanding. At the same time literary texts can deal with universal themes such as love, war and loss that are not always covered in the sanitised world of course books.

Literary texts are representational rather than referential (McRae, 1994). Referential language communicates at only one level and tends to be informational. The representational language of literary texts involves the learners and engages their emotions, as well as their cognitive faculties. Literary works help learners to use their imagination, enhance their empathy for others and lead them to develop their own creativity. They also give students the chance to learn about literary devices that occur in other genres e.g. advertising.

Literature lessons can lead to public displays of student output through posters of student creations e.g. poems, stories or through performances of plays. So for a variety of linguistic, cultural and personal growth reasons, literary texts can be more motivating than the referential ones often used in classrooms.

What are some of the challenges to be faced when using literature in the classroom?
Literary texts can present teachers and learners with a number of difficulties including:

text selection - texts need to be chosen that have relevance and interest to learners.
linguistic difficulty - texts need to be appropriate to the level of the students' comprehension.

length - shorter texts may be easier to use within the class time available, but longer texts provide more contextual details, and development of character and plot.

cultural difficulty - texts should not be so culturally dense that outsiders feel excluded from understanding essential meaning.

cultural appropriacy - learners should not be offended by textual content.

Duff and Maley (2007) stress that teachers can cope with many of the challenges that literary texts present, if they ask a series of questions to assess the suitability of texts for any particular group of learners:

Is the subject matter likely to interest this group?

Is the language level appropriate?

Is it the right length for the time available?

Does it require much cultural or literary background knowledge?

Is it culturally offensive in any way?

Can it be easily exploited for language learning purposes?

Duff and Maley (2007) also emphasise the importance of varying task difficulty as well as text difficulty:

Level 1 Simple text + low level task

Level 2 Simple text + more demanding task

Level 3 Difficult text + low level task

Level 4 Difficult text + more demanding task

How can literary texts be used?
Teachers can exploit literary texts in a large number of ways in the classroom. Classroom work with literary works may involve pre-reading tasks, interactive work on the text and follow up activities.

Pulverness (2003) provides some useful advice: Maximise pre-reading support.

Teachers can introduce the topic or theme of the text, pre-teach essential vocabulary items and use prediction tasks to arouse the interest and curiosity of students.

Minimise the extent to which the teacher disturbs students' reading.

Draw attention to stylistic peculiarity.

Help students to appreciate the ways that writers use language to achieve particular effects.

Provide frameworks for creative response.

Invite learners to step into the shoes of the writer or invite them to modify, extend or add to a text.

In the rest of this section you will find ways in which you can develop your ability to use literature in the ELT classroom through reading articles and books, attending workshops and courses, visiting websites, and joining Special Interest Groups and discussion forums.

References
Duff, A & Maley, A (2007) Literature (Resource Books for Teachers), Oxford University Press.
Maley, A (2001) 'Literature in the language classroom' in The Cambridge Guide to Teaching ESOL, Cambridge University Press.
McRae, J (1994) Literature with a small 'l', Macmillan Education.
Pulverness, A ( 2003) 'Literature' in English Teaching Professional, October, Issue 29, Modern English Publishing

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Click on the headings below to find out more about available materials and support for teachers in each area. Literature in ELTThe use of literature in the ELT classroom is enjoying a revival for a number of reasons.

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Washington Post Article: “Seven ways schools kill the love of reading in kids — and 4 principles to help restore it.“ by Valerie Strauss

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Washington Post Article: “Seven ways schools kill the love of reading in kids — and 4 principles to help restore it.“ by Valerie Strauss

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Good and interesting read. Unfortnunately, I was not able to embed the link.

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In a vibrant, multicultural society, representing the richness of students' lives in a class or school library takes a conscious effort. Including writers and fictional characters with a variety of backgrounds, beliefs, and life circumstances is a way to increase the chances that students will find, to use the metaphor that Rudine Sims Bishop popularized, both windows and mirrors in the library-books that reflect their lives, and ones that give them insight into the lives and experiences of people who aren't like them.

No book shelf is going to represent the fullness of this nation. From the descendants of people who arrived here more than 15,000 years ago to the newest immigrants, we're simply too much. But the inclusive set of books below-many of which were recommended by multiple teachers-span all grade and Lexile levels up to 1140L, and include award winners and best sellers, books that have stood the test of time and newer options. We hope they reflect human diversity in the broadest sense, addressing race and ethnicity, religion, sexual identity, socioeconomic status, and other special circumstances.

Grades pre-K to 2

Deena Misses Her Mom
Deena is a formerly well-behaved girl who has been lashing out in school ever since her mom was sent to jail. Deena's story-sensitively illustrated by Leslie Jindalay Pyo-was written by high school students Jonae Haynesworth, Jesse Holmes, Layonnie Jones, and Kahliya Ruffin to reflect the lives of the children they were tutoring in Washington, DC. Parental imprisonment is a shockingly common occurrence in America: More than 5 million children in the U.S. have had at least one parent in jail.

Grades 3 to 5

Grades 6 to 8

The Arrival
A sepia-toned marvel, The Arrival conveys in images-there is no dialogue-a man's journey from his troubled home country to a new one. Artist Shaun Tan places the reader in the immigrant's shoes by using an invented alphabet on the signs in the strange new world he enters-the language is as impenetrable to the reader as it is to the protagonist.

Ghost
A National Book Award finalist, Jason Reynolds's Ghost is the story of an African American middle school runner with the talent to qualify for the Junior Olympics-if he can learn to control his temper. Money is tight and his father is in jail, and Ghost has been having a lot of what he calls "altercations." This is the first in a series of books about the members of a track team.

George
George is a transgender fourth grader who wants to try out for the lead role in the school production of Charlotte's Web so that her mother will see her as a girl. Alex Gino presents George's struggles with both bullying and the painful reassurance that she will "turn into a fine young man." George won a Stonewall Book Award-and made the American Library Association's 10 Most Challenged Books list in 2016 and 2017.

Grades 9 to 12

Bless Me, Ultima
A classic of Latino literature, Rudolfo Anaya's coming-of-age tale is an exploration of faith-Antonio, the young protagonist, makes his First Communion in the Catholic Church but also finds a spiritual guide in Ultima, an elderly curandera, or healer, who helps him explore indigenous traditions of New Mexico.

The Hate U Give
Angie Thomas's debut novel was a sensation when it was published in 2017, remaining on The New York Times best-seller list for 50 weeks. It centers on the killing of an unarmed black teen by a white police officer, a shooting witnessed by 16-year-old Starr, whose days are split between her black neighborhood and mostly white suburban school. The killing of her friend Khalil drives those two worlds farther apart than ever.

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22 Diverse Book Choices for All Grade Levels

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Suggestions from teachers who are working to offer students at every grade level book choices that represent their lives.

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To get an answer to the following questions:
- which methods to use?
- what kind of books to read?
- does it make sense to read a whole book in lower-level classes? (-> or rather short stories?)
- how to motivate students to read a whole book? (especially those who struggle with reading comprehension)