The document is a lesson plan for teaching a scary story to 6th grade students. It includes an analysis of using literature in the classroom to develop language skills, cultural awareness, and critical thinking. The lesson plan introduces the story and has students listen, put events in order, retell the story, and create their own backstory for a ghost character. The goal is for students to discuss emotions, respect, and have fun while practicing their English skills.

1. Castagneto, Luján
TP 7: THE MAGIC BAG PROJECT. PART B: PRACTICE.
PRACTICAL N° 7-The MagicBag Project.
Deadline:October18th
2021.
ANALYSIS OF CHAPTER 2: Teaching Literature in the Classroom: Fostering
Communicative Competence, Intercultural Awareness and Critical Thinking in
Young Learners, BY Griselda Beacon and Ana Maria Cendoya.
PART A: THEORY.
QUESTIONNAIRE:
1. Why is it important to introduce literature in the classroom?
It’s important to introduce literature in the classroom since literary texts are a
source of rich linguistic input, they help develop intercultural competence, they
motivate students and allow them to express themselves freely; literature
encourages students to achieve high communicate competence, intercultural
awareness and improves their critical thinking strategies.
2. What sort of elements from Literature can we use apart from stories?
We can also use poems, songs, fables, folk and fairy tales, plays, among
others.
3. What are John Mc Rae’s views on Literature?
John McRae (1994) establishes a difference between two kinds of literature:
Literature with capital L (classical texts) and literature with small l (popular
fiction, fables, songs). Nowadays, the literature used in the ELT classrooms
includes a variety of texts, not just the canonical texts, but texts from different
authors all over the world written in an array of Englishes.
4. Why is it important to include authors from a wide range of countries?

2. Castagneto, Luján
It is important to include authors from varied countries since these texts enrich
students intercultural competence, trough they can have access to different
ways of life, values, traditions, which are portrayed in these texts. Also, not
only the texts are important, but sometimes they are accompanied by audio-
books, music, etc., which provides a rich multi-sensorial input and helps
students with different learning styles.
5. What are Lazar’s views (1999)?
Lazar (1999) proposes that learning literature provides different kinds of
enrichment. Since literature is created as a way of artistic expression and not
for teaching a foreign language, there’s a great variety of genres that present
specific language for students to learn. The use of poems, fables, folk and
fairy tales, short stories and/or plays, also helps students to understand
figurative language like metaphors, images, allegories and personification.
This approach allows students to make inferences and deduce meaning from
different contexts provided by these texts. Paying more attention to the
meaning of the text helps students understand what the text is about, and
from there they can make their own interpretations according to their own life
experiences, so they don’t worry so much about the mechanical aspects of
language. Lazar also talks about the way in which literature helps cultivate
students’ imagination and creativity, they can intervene the text and transform
it in different ways.
6. Why do the authors state that stories are multi-purposeful?
According to Ghosn (2002), stories provide “a motivating, meaningful context
for language learning since children are naturally drawn to them.” Stories not
only help motivate students but also help them develop their cognitive skills.
Learning literature allows students develop literacy, thinking skills, emotional
growth, positive interpersonal attitudes and intercultural competence; for this
reason authors consider stories to be multi-purposeful.
7. Why are narratives important from the perspective of cognitive
psychology?
Roche & Sadowsky (2003) state that humans think in narrative structures
according to conclusions drawn from the fields of neurology and psychology.
When we learn concepts which are framed within a story, they naturally
imprint into human minds. Also stories help build our identity, we are defined
by the stories we tell ourselves, the ones we chose to believe and the ones
we don’t; stories create a sense of community.
8. What does Kieran Eagan’s cognitive tool kit consist of?

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Kieran Eagan proposes a set of cognitive tools which help students develop
their understanding and literacy skills. Although each individual is unique,
living in a community makes us share the same experiences, we learn to
speak, write and to think abstractly from our interactions with others.
According to Eagan, these three types of learning are “the most potent tool
kits available from our cultural storehouse”. He thinks these tools are
important to stimulate and develop imagination, and connecting students
imagination with the knowledge in the curriculum would helps students
acquire the main cognitive tools. The purpose of this imaginative approach to
education is to make students become more knowledgeable, and think
creativity and flexibly about what they learn from the world and their
experiences.
9. Which literary devices are present in stories, poems, chants and songs?
The literary devices present in stories, poems, chants and songs are: story,
binary
opposites, humour, gossip, play, rhyme, rhythm and pattern, mental imagery,
mystery, metaphor and embryonic roots of Literacy. Eagan maintains that
stories are “the most powerful tool to develop imagination”, they do not only
shape the real world but also the fictional one, this is why teachers must have
in mind students’ preferences, age, and the context in which they live when
selecting stories so as to make good use of the text.
Mental imaginary, metaphors and mystery play an important role in teaching
since they are memorable and have emotional importance, they help students
to see things in relation to another, fostering creativity. These cognitive tools
allow children to see beyond their everyday life and have curiosity to discover
what’s hidden. Play is important for young children to learn about rules, which
makes them develop self-control.
10. What is the importance of binary opposites?
Binary opposites are important to categorize knowledge, it’s the way in which
kids organize the world trough the lenses of the culture in which they’re
immerse in and their community values. Oppositions like good/bad, young/old,
are present in most stories and poems and children easily recognize them
since they are always present in those genres. Teachers should create
activities in which students can identify opposites and try to de-construct the
binary (not everything is black and white). These activities are essential for
students to develop intercultural competence and teach them to accept and
respect other ways of living and see the world.

4. Castagneto, Luján
11. What sort of literary devices contribute to the development of literacy
skills?
Rhyme, rhythm and pattern give memorable, meaningful and attractive shape
to content. Poetry connects reading and writing, which makes students be
aware of word order and the importance of word choice. What’s more,
students, after reading poetry, may feel encouraged to also write, they like its
short lines, repetition and rhyme. They’ll feel able to produce a complete piece
in one lesson which increases their self-esteem. Alliteration, repetition,
assonance and onomatopoeia contribute to the memorization of chunks of
language, structures, words and spellings.
12. What is the role of literature in the development of intercultural
competence ?What is Thisted’s working definition of culture? What do the
curricular designs of our province state?
http://www.lapampa.edu.ar:4040/repositorio/index.php/materiales/secundaria/
basico/item/lengua-extranjera-ingles
Learning literature created by authors of different parts of the world connects
students with different realities, which makes them more acceptant and
respectful of different ways of living, perceiving and understanding what
surrounds us. Literary texts assist children in developing critical thinking skills
which helps them understand other cultures, in this way they acquire new
cultural frames of reference and a transformed world view, fostering
intercultural competence.
Thisted considers culture as a “dynamic process of symbolic production that
characterizes the representations and the practices of social groups”. The
curricular designs of our province remark the importance of an intercultural
approach that promotes the connection between dynamic cultures, even more
now than before with the increase of migratory movements. It is stated that
“the intercultural approach is ideological”, which establishes that education
must favour the dialogue between cultures, the recognition of the other,
promote and strengthen values and encourages critical thinking regarding
stereotypes created and perpetuated by hegemonic cultures and languages.
13. How does Michael Byram define Interculturality? What can the
intercultural speaker do?
According to Michael Byram (2008), Interculturality is the ability to interact in
an
effective way with people from other cultures that we consider to be different
from our own; to be able to negotiate in a mutually respectful manner
benefiting all parties. The intercultural speaker critically reflects about his/her
own cultural views and those of others.

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14. How can a positive attitude towards Otherness be fostered?
Byram proposes different ways in which we can foster positive attitudes
towards others:
 Be curious and open; be able to suspend disbelief and judgement
towards others’ meanings, beliefs and ways of behaving.
 Be willing to suspend belief in own our meanings and behaviours, and to
observe them from others’ point of views.
 Be able to question our own beliefs, become sensitive and tolerant to
others.
Literary texts allow learners to feel empathy and help them put themselves in
the position of others and see the world from those perspectives.
PART B: LESSONPLAN
Scary Story (cautionary tale): “Revenge prank turns ghostly”
Students profile: 6th Grade. There are fifteen students in the class (10 girls
and 5 boys). Students’ age: 11-12 years old. They have English lessons twice
a week on Mondays and Wednesdays, each lesson lasts 40 minutes. Both
days, their English lessons take place during the last module so they are
usually tired and distracted because they want to go home, and sometimes
they have Physical Education before the lesson which makes them even more
tired.
Timetable: Mondays and Wednesdays from 16:40 to 17:20 hs
Objectives:
By the end of the two lessons students will be able to:
 Talk about emotions and learn about respecting others.
 Listen and understand the story with the help of the trainee who will
provide visual support, body language and imitation of the characters.
 Answer questions orally
 Enjoy stories in English
 Learn that is okay to be afraid
 Make hypothesis
 Have fun!
Skills to Listening. Speak

6. Castagneto, Luján
be
emphasize
d:
ing.
Language Active vocabulary: monster, sister,
night, revenge, prank, scream, tomb,
laugh, cemetery, spooky, scared, friends,
dark, woman, skeleton, fright, adventure,
illusion, head, snakes, plastic, fake
Materials Video of the story
Bonfire, skeleton and tomb (props)
Lantern
Smart TV
Photocopy of the activity
October
27th 2021
Stages in
the
lesson:
Routine: Greeting song. Date. First
class
Timing:
40
minutes.
Warm-up I will ask the students if they know what
Halloween is and when is it. How do they
think it is celebrated and if they would like
to celebrate it. I’ll also ask them what
Argentinian holidays they celebrate and
how. Finally, I’ll ask them if they like scary
stories and if they know any.
5’
Set the
mood
We’ll sit on the floor around a bonfire
making a circle but first I will make sure
the curtains of the classroom are closed
so it is a little dark (pretending we’re
camping and telling scary stories).
Listening
to the
story
Link:
https://doc
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ent/d/13Av
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FaIZ8gwc
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b2OIZS9oj
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ring
I’ll be sitting on the floor reading the story
and flashing myself with a lantern to
remark body gestures. The lantern will be
just a prop since we will still be able to
see (The room will not be too dark). I’ll be
pausing after each sentence to see if they
have understood and I’ll be explaining
new key vocabulary.
10’
Teacher
explains
new
vocabulary
by using
gestures
and body
language

7. Castagneto, Luján
Watch the
video
Link:
https://ww
w.youtube
.com/watc
h?v=11GY
nvltqjo&a
b_channel
=Peacock
Kids
We’ll watch the video of the story on the
TV. After having watched the video I’ll ask
them what they think about the boy’s
behaviour towards his family and friends,
if they think it is right or wrong and why
and what about his friends’ attitude
(thoughts on revenge, why is bad)
5’
Put in
order
Handout:
https://dri
ve.google.
com/file/d/
1MJnwDrk
e3jQJquE
bR3ecbsn
RnH7CmP
_1/view?u
sp=sharin
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In groups of 3 or 4, students will have to
number the pictures from 1 to 8 according
to events they remember from the story,
in a chronological manner. I’ll be playing
the video in the background so they can
used as a guide. After they’ve finished
we’ll check all together.
10’
Re-tell! One member of each group will have to
re-tell the story to the rest with the help of
the sentences below each picture from
the previous activity.
5’
Make your
own story
I’ll ask students what they think about the
ghost (Winifred): if they thinks she’s a
good or bad ghost, what about her inviting
the boy to stay a while. Is she lonely?
Maybe she wants a friend? After
discussing the questions I’ll ask them to
come up with a background story for the
ghost: what was she like when she was
alive, her hobbies, her job.
5’