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While enabling students to see themselves
as the recipients of particular social, intellectual,
linguistic, artistic and technological heritages, teaching
and learning programs should encourage an open and questioning
view of them with students exploring other ways of thinking
and world views and seeing themselves as active participants
in their own continuing development of and that of their
society and the world.
Learning experiences enable students to draw on increasingly
diverse and complex sources of information that facilitate
comparison, contrast, synthesis, questioning and critiquing
of information. |
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| Students are encouraged to listen, view
and read widely and to develop a sense of themselves as
independent listeners, viewers and readers with particular
tastes, interests and strengths, and to share their experiences
of texts with other students. |
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Using the
theme Feast in the sense of feasting on books,
encourage wide reading, critical and creative thinking, sharing
of ideas and analytical and imaginative writing by asking students
to plan a Book Feast Menu for other readers to enjoy.
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| Plan
a menu of stimulating, engaging, thought-provoking,
entertaining and amusing reading - A Book Feast.
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- Begin by discussing the literal and
figurative meaning of feast and feasting and the parts of
a formal meal or banquet: appetiser, entreé, main
course, dessert - to ensure students understand the concepts.
- From their reading students select
books appropriate for each course of a Book Feast 'meal'.
This will involve discussing in groups or as a class, the
types of books suitable as appetisers or entrees, main courses
and desserts. For instance:
- Which books can be used to whet the appetite?
- Which books are more solid fare, requiring
deeper consideration for digestion?
- Which books are light and sweet or provide
an entertaining finale?
- Are some genres? authors? text types?
generally better suited to a particular course than
others?
Class texts familiar to all students
can be used as examples to illustrate the concepts.
- Students are given time to read widely,
choosing their own reading from a teacher generated list,
from CMIS Which
Book?, other Online
Book Lists or the school
library.
- Alternatively, students could read
the books in the CBC Short List and allocate these books
into the menu categories.
- Students design a Book Feast menu
providing two or three choices of 'reading' for each course.
Each selection should include a brief description of the
book and an explanation for its inclusion, to entice prospective
readers to 'taste' it.
- Students share their menu with the class
providing reasons for their reading choices.
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