A"Candidate,"candidate"number"xxx"

The"Online"Delta""Bell"Educational"Trust,"centre"number"00367"
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Professional+Development+Assignment+
Part+B:+Experimental+Practice+
Using"novels"in"the"English"language"classroom"
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"
"
"
1984"words"
Submitted"xx.xx.xxxx"
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A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"1"of"24"
Contents+
+
Commentary" " " " " " " " 3"
Background" " " " " " " 3"
Theory"" " " " " " 3"
Practice" " " " " " 3"
Rationale" " " " " " " 6"
" Professional"interest" " " " " 6"
" Learners'"characteristics"and"needs"" " 6"
Experimental"objectives"and"methods"of"evaluation" 7"
"
PostTlesson"evaluation" " " " " " 8"
Evaluation"of"objectives" " " " " 8"
Conclusions"and"future"action" " " " 8"
"
Bibliography" " " " " " " " 10"
"
Appendices"
1""Outline"lesson"plan"" " " " " 11"
2""Lesson"materials" " " " " " 16"
3""Student"feedback"questionnaire" " " " 21"
4""Peer"observation"form" " " " " 22"
"
"
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A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"2"of"24"
Commentary+
+
Background+
Theory'
The" use" of" novels" and" literature" in" general" in" the" English" language" classroom" has" not"
always" been" viewed" positively." Up" until" the" 1990s," literature" was" almost" an" outlaw" in"
language" teaching" on" account" its" association" with" the" grammarTtranslation" method" (Duff" &"
Maley" 2007" p.3)." 'The" emphasis" " on" the" primacy" of" the" spoken" language" made" many"
distrust" what" was" seen" as" essentially" a" written," crystallised" form" " far" removed" from" the"
utterances" of" daily" communication'" (Collie" &" Slater" 1987" p.2)." It" was" said" that" students"
should"be"helped"'to"communicate"in"contemporary"colloquial"English,"not"in"stilted"[literary]"
terms'"(Tomlinson"1986"p.33)."
"
However,"from"another"perspective,"the"use"of"literature""hence,"novels"too""can"bring"a"
multitude"of"benefits:"
" unlike" most" coursebook" narratives," novels" are" authentic," 'not" fashioned" for" the"
specific" purpose" of" teaching'" (Collie" &" Slater" 1987" p.3)," which" gives" a" sense" of"
achievement" to" the" learner" who" copes" with" language" that" makes" no" concession" to"
the"nonTnative"speaker"
" students"can"be"exposed"to"both"a"wide"range"of"texts"in"a"variety"of"styles"(Duff"&"
Maley"2007"p.5)"and"to"'unorthodox""language'"(Lazar"1990"p.3)"which"encourages"
them" to" use" it" more" creatively" themselvesa" overall" this" promotes" 'holistic" language"
acquisition'"(Baurain"2007"p.238)"
" literature" 'provides" material" with" ..." emotional" colour'" (Collie" &" Slater" 1987" p.2)"
appealing"to"the"heart"as"much"as"to"the"mind"
" it"can"serve"as"springboard"for"'intelligent"communication"activities'"(Tomlinson"1986"
p.34)"based"on"learners'"personal"responses"to"the"text"and"the"'fundamental"human"
issues'"(Collie"&"Slater"1987"p.3)"novels"usually"raise"
" students"can"be"guided"'towards"their"own"discovery"of"meaning'"(Elliott"1990"p.192)"
with"no"interpretation"being"imposed"by"the"teacher."
"
The" idea" therefore" is" that" the" use" of" novels" is" not" an" end" in" itself" but" serves" 'to" promote"
language"learning'"(Duff"&"Maley"2007"p.8)."
"
Practice'

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"3"of"24"
Because" the" choice" of" novel" and" accompanying" activities" can" be" very" tricky" we" first" need"
criteria"for"the"selection"process."Although"he"refers"mainly"to"poetry,"Tomlinson"(1986"p.35T
6)"mentions"some"criteria"that"could"equally"apply"to"novels:"
" universallyTappealing"themes"(youth,"marriage,"friendship)"
" appropriate"'surface',"i.e."linguistic"simplicity,"depending"on"the"learners'"level"
" affective"potential"(neutral"texts"will"not"get"students"debating,"for"instance)"
" modern"rather"than"archaic"language"
" brevity"(a"wise"teacher"will"not"ask"students"to"read"20"pages"in"a"oneThour"class)."
"
There" are" at" least" two" general" ways" of" exploiting" novel" fragments." On" the" one" hand," they"
can" be" used" 'as" a" source" of" [lexical" or" grammatical]" tasks" ..." which" conform" " to" student"
perceptions" of" what" they" need" to" learn'" (Lazar" 1990" p.207)" " and" the" reality" is" that" many"
resultToriented"students"do"want"to"come"out"of"the"classroom"knowing"they"have"practised"
a"'language"point'"of"some"kind."
"
When"exploiting"extracts"in"this"way,"Collie"&"Slater"(1987)"recommend"such"focuses"as:"
" lexical"cohesion:"learners"use"connectors"given"by"the"teacher"to"write"a"summary"of"
an"extract"(p.57T8)"
" the" third" conditional:" students" come" up" with" 'what" if's" and" express" them" using" the"
structure,"e.g."If"[]"hadn't"happened,"[]"would've"been"happy"(p."83)"
" descriptive"adjectives:"students"read"a"few"pages"that"focus"on"two/three"characters"
and" then" are" given" adjectives" (e.g." courageous," fair," reserved)" to" match" with" them"
(p.96)"
" 'setting'" words:" one" group" focuses" on" extracting" words" describing" water," another" "
the"sand,"the"jungle"and"so"fortha"the"words"can"then"be"divided"according"to"whether"
they" conjure" up" images" (e.g." tangled" foliage)," smells" (e.g." decaying" coconuts)," etc."
(p.100)."
"
Lazar"(1990"p.207T9)"describes"an"activity"based"on"The'Great'Gatsby:"
" after" reading" the" relevant" passage" in" the" book," students" write" a" scene" between"
Michaelis" and" George" Wilson" as" reported" by" Nick." The" focus" here" is" on" indirect"
speech."
"
On"the"other"hand,"novel"extracts"also"lend"themselves"to"a"variety"of"speaking"and"writing"
activities" and" can" help" learners" 'express" and" value" their" own" response" to" a" text'" (Collie" &"
Slater" 1987" p.9)." Such" activities" will" appeal" to" more" humanisticallyTinclined" and" funTloving"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"4"of"24"
learners" for" whom" too" much" emphasis" on" grammar" or" lexis" might" 'kill" [reading]" as" an"
affective"experience'"(Tomlinson"1986"p.35).""
"
Possible"activities"include:"
" students"interview"the"author"/"some"of"the"characters"they"have"been"introduced"to"
via" a" fragment," or" write" a" brief" continuation" to" a" scene" they" have" read" (Tomlinson"
1986"p.37)"
" students" assume" character" identities" and" ask" each" other" about" their" motivations,"
plans,"etc."(Gerber"1990"p.202)"
" learners"write"a"letter"as"a"character"from"the"book"as"if"an"event"had"happened"to"
them"(Elliott"1990"p.196)"
" learners" discuss" their" interpretations" of" a" scene," which" will" generate" 'divergent'" talk"
and"the"use"of"the"language"of"(dis)agreement"and"debate"(Yorke"1986"p.7)"
" writing" Chapter" 0" (Collie" &" Slater" 1987" p.34):" learners" write" the" paragraphs" that"
come"immediately"before"the"first"section"of"the"work"they"have"just"encountered"
" fly"on"the"wall"(Ibid."p.55):"they"'imagine"they"are"present"in"the"book"as"themselves,"
though"invisible'"giving"eyeTwitness"accounts"of"certain"events"
" cry" for" help" (Ibid." p.61):" students" write" a" letter" as" one" of" the" characters" who" is" in"
'some"dire"predicament'"
" on"a"more"modern"note,"they"write"seeking"the"advice"of"an"'agony"aunt'"(Ibid."p."63)"
" writing"an"epitaph"for"a"deceased"character"(Ibid."p.63)."
"
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Rationale+
Professional'interest'
To"use"or"not"to"use"literature,"novels"in"particular,"in"the"classroom?""that"is"the"question"I"
have" been" asking" myself" ever" since" I" started" teaching." With" it" comes" a" series" of" other"
mysteries"that"need"unravelling:"
" Would" all" my" learners," e.g." the" practicalTminded" ones" that" are" partial" to" heavy"
business"English"input,"enjoy"this"or"would"they"just"tolerate"it"for"my"sake?"
" How" can" novels" be" used" both" sensibly," i.e." exploited" for" clear" linguistic" and"
communicative"purposes"yet"not"studied"in"academic"fashion,"and"with"sensitivity"to"
the"learners'"individual"preferences?"
" Will"students"not"be"overwhelmed"by"the"amount"of"unusual"/"unknown"lexis?"
" Should" I" go" only" for" benign" topics" (love," friendship)" or" would" controversy" /" dystopia"
work"as"well?"
" What" choices" should" I" make" in" terms" of" length," degree" of" difficulty," modern" versus"
archaic"language?"
"
I"expect"neither"immediate"nor"blackTorTwhite"answers"to"all"of"the"abovea"rather"my"hope"is"
that"this"first"experiment"will"help"me"find"out"how"particular"types"of"learners"respond"to"a"
particular"choice"of"novel"in"the"classroom"and"that"through"the"research"behind"it"I"will"catch"
a"glimpse"of"various"ways"to"put"novels"to"further"good"use"in"future."
+
Learners''characteristics'and'needs'
My"lesson"will"focus"primarily"on"the"students'"personal"response"to"and"interaction"with"the"
text," even" prior" to" their" first" coming" into" contact" with" it." I" want" their" reading" experience" to"
stand"out:"not"be"a"passive"intellectual"exercise"but"one"involving"active"participation"based"
on"affect"and"identification"with"character."Therefore"right"from"the"start"learners"will"have"to"
imagine" they" are" in" the" same" situation" as" described" in" the" novel." This" will" serve" as"
motivational" force" throughout" the" lesson" as" they" will" constantly" compare" their" thoughts,"
feelings,"courses"of"action"to"the"characters'"that"they"will"be"introduced"to"via"two"extracts,"
discuss"such"differences"and"the"reasons"for"them"and"learn"more"about"themselves"in"the"
process."
"
So"the"purpose"of"this"experiment""perhaps"the"first"in"a"series"of"many""is"twofold:"to"use"
an"intriguing"text"in"order"to"improve"these"learners'"reading"and"speaking"skills"and"at"the"
same"time"to"help"them"embark"on"a"journey"of"selfTdiscovery"that"may"prompt"them"'to"read"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"6"of"24"
on," to" read" more" and" to" read" more" into'" (Carter" &" Long" 1991" p.6)" this" as" well" as" other"
thoughtTprovoking"novels."

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Objectives+and+methods+of+evaluation+
Objectives' Evaluation'methods'

1." To"find"out"how"different"types"of"learner" " I"will"design"a"questionnaire"for"learners"

feel"about"the"idea"of"using"literature"/" to"complete"(anonymously)"after"the"
novels"in"the"classroom" lesson"(see"Appendix"3)."
" " I"will"make"my"own"notes"during"and"after"
2." To"find"out"how"learners"feel"about"this" the"lesson"on"learners'"reactions."It"will"
particular"genre"of"novel"(a"'dystopian'" be"interesting"to"compare"my"
text)" observations"with"the"learners'"responses"
to"the"questionnaire."

3." To"find"out"whether"the"students"can" " I"will"make"notes"on"the"number"of"

cope"with"a"larger"amount"of"unknown" students"who"ask"for"the"meaning"of"
words"in"a"text"than"usual"and"still"enjoy" unknown"words,"the"number"of"times"
and"benefit"from"the"reading"experience" they"do"it,"as"well"as"other"indications"of"
frustration"at"unknown"lexis."

4." To"find"out"how"well"the"students" " I"will"give"my"colleague"an"observation"

respond"to"/"benefit"from"the"skills" sheet"focused"on"this"aspect"(see"
development"and"affective"activities"in" Appendix"4)"and"compare"her"comments"
the"lesson" to"my"own"impressions"as"well"as"the"
learners'"written"feedback."

"
(1495"words)"
"

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PostBlesson+evaluation+
+
Evaluation+of+objectives+
1." Although" this" may" be" obvious," the"students" that" actually" read" novels" in" L1" are" the" ones"
that"English"novels"appeal"most"to."Three"out"of"the"nine"learners"said"that"they"don't"really"
like" novels" and" prefer" reading" more" downTtoTearth" things," e.g." articles" on" politics" or"
medicine."The"other"six"however"enjoy"reading"novels"in"Polish"and"would"like"to"focus"on"
other" fragments" of" English" ones," particularly" for" their" 'sophisticated'" and" 'vivid'" vocabulary."
Kasia"even"asked"for"novels"to"be"used"on"a"regular"basis"in"the"classroom."
"
2."This"was"the"only"aspect"that"prevented"my"lesson"from"being"100%"successful."Half"the"
learners" wrote" they" would" like" romance," thriller" or" adventure" in" the" future" so" they" would"
generally"go"for"something"more"lightThearted,"e.g."the"Harry'Potter'series."
"
3."Surprisingly"enough,"the"learners"coped"with"the"unknown"lexis."My"monitoring"revealed"
no" problems" and" negative" feelings" whatsoever" regarding" this." Most" students" seemed"
perfectly"able"to"ignore"unfamiliar"words"and"the"fact"that"they"handled"both"gist"tasks"well"is"
further"evidence"that"reading"for"general"meaning"came"easily"to"them."
"
4."The"affective"aspect"is"something"I"pride"myself"on"having"decided"not"to"neglect."From"
the"beginning"of"the"lesson"with"its"guided"fantasy"to"the"very"end,"I"could"see"the"learners'"
increased" engagement" with" the" topic" because" they" were" asked" to" identify" with" the"
characters,"which"some"found"'illuminating'."My"colleague"confirmed"that"their"discussions"as"
novel" characters" were" the" highlight" of" the" session." The" second" fragment" in" particular"
generated"some"heated"debate"between"the"miniTgroups"concerning"the"best"rules"for"'their'"
island."
"
Conclusions+and+future+action+
I" am" happy" to" say" that" my" fear" of" the" novel" being" rejected" on" account" of" its" degree" of"
difficulty" was" unjustified." What" seemed" to" smooth" things" out" was" the" constant" personal"
response"to"the"text"that"the"learners"gave,"making"the"story"leave"the"page"and"come"to"life"
in"the"classroom."
"
Still," the" lesson" would" have" been" even" more" successful" if" I" had" known" and" taken" the"
learners'"preferences"into"account."This"is"why"the"choice"of"novel"will"be"a"key"element"in"
my" future" use" of" this" type" of" text." Finding" out" what" learners" actually" like" first" now" seems"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"9"of"24"
much" more" sensible" than" trying" out" different" kinds" of" novels" in" the" hope" that" they" do" not"
misfire."
"
Also,"in"response"to"the"question"at"the"beginning"of"this"paper,"I"need"to"consider"not'using"
novels"with"certain"learners,"e.g."the"ones"that"simply"don't"enjoy"literature"or"are"attracted"to"
topics"fully"grounded"in"real"life"as"opposed"to"fictional"worlds."
"
In"any"case,"the"lesson"has"shown"me"the"value"of"using"a"powerful"authentic"text"to"draw"
out" learners'" thoughts" which" they" can" then" express" with" quite" a" lot" of" conviction." My"
experimentation"with"novels"in"the"classroom"has"therefore"only"just"begun."
"
(489"words)"
"
"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"10"of"24"
Bibliography+
+
Books+
Carter,"R."&"Long,"M."(1991)"Teaching"Literature."Essex:"Longman."
Collie,"J."&"Slater,"S."(1987)"Literature"in"the"Language"Classroom."Cambridge:"CUP."
Duff,"A."&"Maley,"A."(2007)"Literature."Oxford:"OUP."
Nuttall,"C."(1996)"Teaching"Reading"Skills"in"a"Foreign"Language."Hong"Kong:"Macmillan."
"
Articles+
Baurain,"B."(2007)."Small"group"multitasking"in"literature"classes."ELT"Journal"61,"237T245."
Elliott,"R."(1990)."Encouraging"readerTresponse"to"literature"in"ESL"situations."ELT"Journal,"
191T198."
Gerber,"U."(1990)."Literary"role"play."ELT"Journal"44,"199T203."
Lazar," G." (1990)." Using" novels" in" the" languageTlearning" classroom." ELT" Journal" 44," 204T
214."
Lazar,"G."(1994)."Using"literature"at"lower"levels."ELT"Journal"48,"115T124.""
Tomlinson,"B."(1986)."Using"poetry"with"mixed"ability"language"classes."ELT"Journal"40,"33T
41."
Yorke," F." (1986)." Interpretative" tasks" applied" to" short" stories." ELT" Journal" 40," 313T319.

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"11"of"24"
Appendices+
+
Appendix+1+
Outline+lesson+plan+
+
Teacher+ Assignment+
A"Candidate" Experimental"practice"
Level+of+learners+ Number+of+learners+ Lesson+date+ Lesson+length+
PreTAdvanced"(B2)" 11" xx.xx.xxxx" 50"minutes"
"
+
Lesson+objectives+
" By"the"end"of"the"lesson,"the"learners"will"have"improved"their"ability"to"read"an"authentic"
text"for"gist.""
" Students"will"have"developed"their"fluency"in"the"context"of"identifying"with"novel"characters"
and"talking"about"decisions"they"would"make"as"such."
"
+
List+of+lesson+materials+(with+sources)+
" threeTminute"scene"from"The'Lord'of'the'Flies'(1990"American"film)"
" two"fragments"from"The'Lord'of'the'Flies'(William"Golding,"1954)"
" 'rules'"&"'punishments'"handout""adapted"from"Collie"&"Slater"1987"p.114"
" student"feedback"questionnaire"(teacher's"own)"
" peer"observation"form"(teacher's"own)"
"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""Page"12"of"24"
Procedure(
Stage(and(aim( Procedure( Interaction( Timing(
1.(Lead5in( " " "
To"generate"interest"in"the"topic" T"asks"Ss"to"close"their"eyes"and"create"a"mental"picture"of"the"beginning"of"the" T""Ss" 5'"
" book" they" are" going" to" read" fragments" of:" they" are" 11" years" old" again" and" have" "
To" prepare" Ss" to" engage" with" the" been"dropped"on"to"a"tropical"island"from"a"plane"just"before"it"crashed"(What&are& "
text" on" a" personal" level" via" your&first&thoughts?&How&do&you&feel?&What&do&you&see&on&the&island?&What&do&you& "
identification"with"character" hear?)7& suddenly" they" realise" there" are" other" children" around" them," of" about" the" "
same" age," who" were" also" on" the" plane" (What& do& you& talk& about?& How& do& they& "
feel?).& "
& "
Ss"are"asked"to"open"their"eyes"and"tell"their"partner"what"they"experienced." S""S"
" "
Brief"openJclass"feedback." Ss""T"
& "
2.(Viewing( " " "
For"Ss"to"be"introduced"to"the"main" T" tells" Ss" that" what" she" has" just" described" is" the" beginning" of" The& Lord& of& the& S" 5'"
characters"of"the"novel" Flies,&a"story"about"a"group"of"schoolboys"who"try"to"survive"on"an"island"after"a" "
plane"crashO"they"watch"3"minutes"of"the"beginning"of"a"film"based"on"the"book." "
" "
Then"the"names"of"the"three"main"characters"are"written"on"the"board"and"a"brief" T""Ss"
description" of" each" given" (Ralph,& the& first& leader& of& the& group7& Jack,& who& also& "
wants&control&of&the&group7&Piggy,&sensitive&and&dependent&on&Ralph's&help)."
&

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""Page"13"of"24"
Stage(and(aim( Procedure( Interaction( Timing(
3.(Fragment(I((Gist(reading( " " "
For"Ss"to"develop"this"subskill" Prior" to" reading," a" bit" more" background" information" is" given" (the& boys& make& two& S" 5'"
" decisions:&to&make&a&big&fire&and&keep&it&going&in&case&a&ship&passes&and&to&hunt& "
To" encourage" Ss" to" ignore" for&food)O"the"first"fragment"is"related"to"this"and"the"task"is"to"answer"the"question:" "
unknown" lexis" when" reading" an" What"is"the"reason"for"the"argument"between"Ralph"and"Jack?"T"encourages"Ss" "
authentic"text"for"general"meaning" not" to" worry" about" unknown" words" as" long" as" they" can" do" the" task" above." Time" "
limit""4"minutes." "
" "
Pair"check." S""S"
" "
OpenJclass"feedback." Ss""T"
" "
4.(Speaking(follow5up( " " "
For" Ss" to" develop" their" fluency" via"" T" asks" Ss" to" discuss" the" following" questions" in" pairs:" Who" do" you" think" is" right?" S""S" 10'"
personal"response"to"the"text" What"should"have"priority:"keeping"the"fire"going"or"hunting"for"food?"What"would" "
you"do"in"this"situation?." "
" "
OpenJclass"feedback." Ss""T"
"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""Page"14"of"24"
Stage(and(aim( Procedure( Interaction( Timing(
5.(Fragment(II((Gist(reading( " " "
For" Ss" to" further" improve" their" Before" reading," T" gives" more" information& (the& boys& decide& to& have& rules,& e.g.& if& S" 5'"
ability" to" read" an" authentic" text" for" they& want& to& speak& during& meetings& they& have& to& hold& a& conch)" and" tells" Ss" the" "
general"understanding" second" fragment" will" be" in" the" context" of" such" a" meeting." Task:" How" is" Ralph's" "
opinion"of"rules"different"from"Jack's?"Time"limit""4"minutes" "
" "
Pair"check." S""S"
" "
OpenJclass"feedback." Ss""T"
" "
6.(Speaking(follow5up( " " "
For" Ss" to" further" engage" with" the" T"boards"'Rules"are"the"only"thing"we've"got'"(something"that"Ralph"says),"groups" S""S""S" 15'"
text" and" develop" their" fluency" by" Ss" in" threes" and" asks" them" to" first" see" whether" they" agree" or" disagree" with" this" "
discussing"it" statement"and"then"come"up"with"some"rules"for"'their'"island"by"identifying"with"the" "
characters"againO"T"gives"Ss"template"to"make"notes"in." "
" "
After" 5" minutes," one" person" from" each" group" goes" to" another" and" explains" the" S""S""S"
rules"their"group"thought"of."The"papers"are"then"stuck"around"the"classroom"for"all" "
to"read"and"choose"the"most"sensible"rules." "
" "
Ss"are"then"asked"to"predict"the"ending"of"the"novel"and"encouraged"to"read"it"all" Ss""T"
to"check"their"prediction." "
"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""Page"15"of"24"
Stage(and(aim( Procedure( Interaction( Timing(
7.(Student(feedback( " " "
To" gauge" the" success" and" T"gives"Ss"a"feedback"paper"to"complete." Ss""T" 5'"
effectiveness" of" the" lesson" based"
on" Ss'" perception" of" its" stages" and"
activities"
"
"

A"Candidate,"PDA"Experimental"Practice:"Using"novels"in"the"English"language"classroom""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""""Page"16"of"24"
Appendix(2(
Lesson(materials(
(
EXTRACT(I(
(
Chapter(4(
Painted(Faces(and(Long(Hair(
"
There"was"lashings"of"blood,"said"Jack,"laughing"and"shuddering,"you"should"have"seen"
it!"
Well"go"hunting"every"day"
Ralph"spoke"again,"hoarsely."He"had"not"moved."
You"let"the"fire"go"out."
This"repetition"made"Jack"uneasy."He"looked"at"the"twins"and"then"back"at"Ralph."
We"had"to"have"them"in"the"hunt,"he"said,"or"there"wouldnt"have"been"enough"for"a"ring."
He"flushed,"conscious"of"a"fault."
The"fires"only"been"out"an"hour"or"two."We"can"light"up"again"
He" noticed" Ralphs" scarred" nakedness," and" the" sombre" silence" of" all" four" of" them." He"
sought,"charitable"in"his"happiness,"to"include"them"in"the"thing"that"had"happened."His"mind"
was"crowded"with"memoriesQ"memories"of"the"knowledge"that"had"come"to"them"when"they"
closed"in"on"the"struggling"pig,"knowledge"that"they"had"outwitted"a"living"thing,"
imposed"their"will"upon"it,"taken"away"its"life"like"a"long"satisfying"drink."
He"spread"his"arms"wide."
You"should"have"seen"the"blood!"
The"hunters"were"more"silent"now,"but"at"this"they"buzzed"again."Ralph"flung"back"his"hair."
One"arm"pointed"at"the"empty"horizon."His"voice"was"loud"and"savage,"and"struck"them"into"
silence."
There"was"a"ship."
Jack," faced" at" once" with" too" many" awful" implications," ducked" away" from" them." He" laid" a"
hand"on"the"pig"and"drew"his"knife."Ralph"brought"his"arm"down,"fist"clenched,"and"his"voice"
shook."
There"was"a"ship."Out"there."You"said"youd"keep"the"fire"going"and"you"let"it"out!"He"took"
a"step"toward"Jack,"who"turned"and"faced"him."
They"might"have"seen"us."We"might"have"gone"home"
This"was"too"bitter"for"Piggy,"who"forgot"his"timidity"in"the"agony"of"his"loss."He"began"to"cry"
out,"shrilly:"

A"Candidate,"Professional"Development"Assignment"Part"B:"Experimental"Practice""""""""""""""""""""""""Page"17"of"24"
You"and"your"blood,"Jack"Merridew!"You"and"your"hunting!"We"might"have"gone"home"
Ralph"pushed"Piggy"to"one"side."
I"was"chief,"and"you"were"going"to"do"what"I"said."You"talk."But"you"cant"even"build"huts"W"
then"you"go"off"hunting"and"let"out"the"fire"
He"turned"away,"silent"for"a"moment."Then"his"voice"came"again"on"a"peak"of"feeling."
There"was"a"ship"
One" of" the" smaller" hunters" began" to" wail." The" dismal" truth" was" filtering" through" to"
everybody."Jack"went"very"red"as"he"hacked"and"pulled"at"the"pig."
The"job"was"too"much."We"needed"everyone."
Ralph"turned."
You"could"have"had"everyone"when"the"shelters"were"finished."But"you"had"to"hunt"
We"needed"meat."
Jack"stood"up"as"he"said"this,"the"bloodied"knife"in"his"hand."The"two"boys"faced"each"other."
There" was" the" brilliant" world" of" hunting," tactics," fierce" exhilaration," skillQ" and" there" was" the"
world" of" longing" and" baffled" commonsense." Jack" transferred" the" knife" to" his" left" hand" and"
smudged"blood"over"his"forehead"as"he"pushed"down"the"plastered"hair."
Piggy"began"again."
You"didnt"ought"to"have"let"that"fire"out."You"said"youd"keep"the"smoke"going"
This" from" Piggy," and" the" wails" of" agreement" from" some" of" the" hunters," drove" Jack" to"
violence." The" bolting" look" came" into" his" blue" eyes." He" took" a" step," and" able" at" last" to" hit"
someone,"stuck"his"fist"into"Piggys"stomach."

A"Candidate,"Professional"Development"Assignment"Part"B:"Experimental"Practice""""""""""""""""""""""""Page"18"of"24"
EXTRACT(II(
(
Chapter(5(
Beast(from(Water(
"
The" world," that" understandable" and" lawful" world," was" slipping" away." Once" there" was" this"
and"thatQ"and"now"W"and"the"ship"had"gone."The"conch"was"snatched"from"[Ralph's]"hands"
and"Piggys"voice"shrilled."
I"didnt"vote"for"no"ghosts!"
He"whirled"round"on"the"assembly."
Remember"that,"all"of"you!"
They"heard"him"stamp."
What"are"we?"Humans?"Or"animals?"Or"savages?"Whats"grownWups"going"to"think?"Going"
off"W"hunting"pigs"W"letting"fires"out"W"and"now!"
A"shadow"fronted"him"tempestuously."
You"shut"up,"you"fat"slug!"
There"was"a"moments"struggle"and"the"glimmering"conch"jigged"up"and"down."Ralph"leapt"
to"his"feet."
Jack!"Jack!"You"havent"got"the"conch!"Let"him"speak."
Jacks"face"swam"near"him."
And"you"shut"up!"Who"are"you,"anyway?"Sitting"there"telling"people"what"to"do."You"cant"
hunt,"you"cant"sing"
Im"chief."I"was"chosen."
Why"should"choosing"make"any"difference?"Just"giving"orders"that"dont"make"any"senseWW"
Piggys"got"the"conch."
Thats"right"W"favour"Piggy"as"you"always"do"
Jack!"
Jacks"voice"sounded"in"bitter"mimicry."
Jack!"Jack!"
The"rules!"shouted"Ralph."Youre"breaking"the"rules!"
Who"cares?"
Ralph"summoned"his"wits."
Because"the"rules"are"the"only"thing"weve"got!"
But"Jack"was"shouting"against"him."
Bollocks" to" the" rules!" Were" strong" W" we" hunt!" If" theres" a" beast," well" hunt" it" down!" Well"
close"in"and"beat"and"beat"and"beat!"

A"Candidate,"Professional"Development"Assignment"Part"B:"Experimental"Practice""""""""""""""""""""""""Page"19"of"24"
He" gave" a" wild" whoop" and" leapt" down" to" the" pale" sand." At" once" the" platform" was" full" of"
noise" and" excitement," scramblings," screams" and" laughter." The" assembly" shredded" away"
and"became"a"discursive"and"random"scatter"from"the"palms"to"the"water"and"away"along"
the" beach," beyond" nightWsight." Ralph" found" his" cheek" touching" the" conch" and" took" it" from"
Piggy."
Whats"grownWups"going"to"say?"cried"Piggy"again."Look"at"em!"
The"sound"of"mock"hunting,"hysterical"laughter"and"real"terror"came"from"the"beach."
Blow"the"conch,"Ralph."
Piggy"was"so"close"that"Ralph"could"see"the"glint"of"his"one"glass."
Theres"the"fire."Cant"they"see?"
You"got"to"be"tough"now."Make"em"do"what"you"want."
Ralph"answered"in"the"cautious"voice"of"one"who"rehearses"a"theorem."
If" I" blow" the" conch" and" they" dont" come" backQ" then" weve" had" it." We" shant" keep" the" fire"
going."Well"be"like"animals."Well"never"be"rescued."
If"you"dont"blow,"well"soon"be"animals"anyway."

A"Candidate,"Professional"Development"Assignment"Part"B:"Experimental"Practice""""""""""""""""""""""""Page"20"of"24"
Rules of our Island
(
(
(
(
(
(
(
(
(
(
(
(
(
(
(
(

Punishments if they are broken

A"Candidate,"Professional"Development"Assignment"Part"B:"Experimental"Practice""""""""""""""""""""""""Page"21"of"24"
Appendix(3(
Student(feedback(questionnaire(
"
1."Today"we"used"an"authentic"novel"in"class."On"a"scale"of"1"to"5,"how"much"did"you"like"
the"choice"of"novel"(The$Lord$of$the$Flies)?"(1"="not"at"all,"5"="very"much)"
1" 2" 3" 4" 5"
"
"
2."How"difficult"was"it"for"you"to"read"the"two"novel"fragments?"
1" 2" 3" 4" 5"
"
"
3."Was"there"anything"in"particular"that"you"liked"about"them?"
"
"
"
4." Did" you" like" the" idea" of" identifying" with" the" characters" (feel" what" they" must" have" felt,"
experience"the"same"situation,"etc.)?"
"
"
"
5."How"interesting"/"enjoyable"did"you"find"the"discussion"about"the"rules"for"'your'"island?""
1" 2" 3" 4" 5"
"
"
6."Have"you"read"(parts"of)"other"English"novels?"Which"ones?"Do"you"enjoy"reading"novels"
in"your"first"language"as"well?"
"
"
"
7." Would" you" like" your" teachers" to" use" other" novels" in" class?" What" topics" /" titles" would"
appeal"to"you?"
"
"
"
Your$feedback$is$much$appreciated.$!"

A"Candidate,"Professional"Development"Assignment"Part"B:"Experimental"Practice""""""""""""""""""""""""Page"22"of"24"
Appendix(4(
Peer(observation(form(
(
NAME:(
(
1."Please"make"notes"in"the"table."

LESSON(STAGE( Are(all(students( Are(learners( Does(anyone(seem(

participating?( enjoying(the( uncomfortable(with(
activity?(Which( what(I(have(asked(
ones(do(you(think( them(to(do?(Why(do(
like(it(more?( you(think(that(is?(

PreQreading:( " " "

W"guided"fantasy"
W"speaking"
W"introducing"the"
characters"via"video"

Extract(I:( " " "

W"gist"
W"followWup"discussion"
"
"

Extract(II:( " " "

W"gist"
W"followWup"group"
activity"
"

"
2."Overall,"have"students"responded"well"to"the"way"I"used"the"two"novel"fragments?"
"
3."Which"activity"was"the"most"successful?"
"
4."What"about"the"least"successful?$
$
$
Thanks$for$your$feedback.$

A"Candidate,"Professional"Development"Assignment"Part"B:"Experimental"Practice""""""""""""""""""""""""Page"23"of"24"
Tutor's comment and feedback$

3a) You provide a clear account of a range of theoretical issues and practical options to do with the
use of novels in the classroom, and you make some sensible comments about the suitability / appeal
of novels in different contexts / for different kinds of learners. You refer to a range of sources,
integrating them well and threading your own voice throughout the discussion. [This criterion is Met.]

3b) Your rationale makes clear your enthusiasm for your chosen area and demonstrates awareness of a
number of key issues which could be involved in the use of literature in the classroom. On the other
hand, you never really get round to saying why you're interested in this area in the first place! Is it just
that you have an enthusiasm for literature and think you'd enjoy using it in the classroom, or do you
have in mind some more specific benefits in terms of your professional development? Similarly, you
should say more about why you think the use of novels would be suited to this particular group of
learners as this is not explicitly stated. [This criterion is Partially met.]

3c) You devise a clear and worthwhile set of objectives for your lesson, and for each objective you
put in place credible methods of evaluation which should provide you with useful feedback. Your
questionnaires are well designed, and it's good to see you drawing data from a range of sources
(yourself, your colleagues, your learners). As a result of the careful setting-up of your experiment,
you're able to arrive at a clear set of conclusions, backed up with evidence, which link back explicitly
to your stated objectives. On this basis, you give a clear description of how you'll continue to use /
adapt your use of novels in your future practice. [This criterion is Met.]

On the whole, although there are some weaknesses in relation to criterion 3b), it's clear that you have
a firm grasp of the principles and practice of using literature in the classroom and that this was a well-
managed project which has yielded some useful (and happily positive) results which should benefit
you and your learners in future. Well done.
"

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