THE BRIDGE-HELPFUL READING LITERACY STRATEGIES
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Cross-curricular reading strategies within the school library<br />
d) A conversation about the content of the play guided with the help of<br />
didactic tools<br />
MOTIVATION<br />
For the purposes of reiterating the story’s content and carrying out further work the<br />
librarian and the teacher come up with an interesting game called ‘Don’t Get Upset, Peter’.<br />
For this game, a game board, game pieces, a dice, and the book in which to search for<br />
answers are needed.<br />
<strong>THE</strong> PROCEDURE:<br />
<strong>THE</strong> FORMING OF GROUPS<br />
Pupils divide themselves into groups of four or five. In the literary corner, the pupils are met<br />
with game boards, game pieces, dice, and Peter Klepec picture books. The pupils begin<br />
playing the game. They place their game pieces at the starting position and use a counting<br />
rhyme to determine which pupil will go first. The players take turns in a clockwise direction.<br />
When landing on certain circles, they are faced with questions or tasks. A pupil who lands on<br />
such a circle has to answer a question or complete a task, only then can their schoolmate<br />
proceed with the game. If there are any difficulties in answering the questions, the pupils<br />
help one another.<br />
EXPRESSING EMOTIONS THROUGH PLAY<br />
When pupils land on a circle expressing an emotion that Peter Klepec felt at a certain point<br />
in the story, they explain it to the rest of the group. They imagine themselves in Peter’s<br />
shoes when he was still at home, shepherding and playing by the brook, without a care in<br />
the world. They describe to each other instances from their own lives when and what they<br />
play without a care in the world. They show HAPPINESS by using their voice and facial<br />
expressions.<br />
Peter knew how to make miniature wooden mills. Pupils describe their feelings with regard<br />
to the toy that was made for them by their parents, grandparents or that they made<br />
themselves.<br />
Peter had to leave home. Pupils describe how he felt when he was leaving his mother and<br />
their goat, Rogačka. They name situations when they themselves felt that way. They try to<br />
draw the emotion of SADNESS with colours.<br />
Peter was afraid of the shepherds. Pupils try to describe the emotion of FEAR and express it<br />
using facial expressions. They tell each other what they themselves are afraid of.<br />
[datum]<br />
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