The Bridge THE BRIDGE-HELPFUL READING LITERACY STRATEGIES | Page 46

C r o s s - c u r r i c u l a r r e a d i n g s t r a t e g i e s w i t h i n t h e s c h o o l l i b r a r y
d) A conversation about the content of the play guided with the help of
didactic tools
MOTIVATION
For the purposes of reiterating the story’s content and carrying out further work the
librarian and the teacher come up with an interesting game called ‘Don’t Get Upset, Peter’.
For this game, a game board, game pieces, a dice, and the book in which to search for
answers are needed.
THE PROCEDURE:
THE FORMING OF GROUPS
Pupils divide themselves into groups of four or five. In the literary corner, the pupils are met
with game boards, game pieces, dice, and Peter Klepec picture books. The pupils begin
playing the game. They place their game pieces at the starting position and use a counting
rhyme to determine which pupil will go first. The players take turns in a clockwise direction.
When landing on certain circles, they are faced with questions or tasks. A pupil who lands on
such a circle has to answer a question or complete a task, only then can their schoolmate
proceed with the game. If there are any difficulties in answering the questions, the pupils
help one another.
EXPRESSING EMOTIONS THROUGH PLAY
When pupils land on a circle expressing an emotion that Peter Klepec felt at a certain point
in the story, they explain it to the rest of the group. They imagine themselves in Peter’s
shoes when he was still at home, shepherding and playing by the brook, without a care in
the world. They describe to each other instances from their own lives when and what they
play without a care in the world. They show HAPPINESS by using their voice and facial
expressions.
Peter knew how to make miniature wooden mills. Pupils describe their feelings with regard
to the toy that was made for them by their parents, grandparents or that they made
themselves.
Peter was afraid of the shepherds. Pupils try to describe the emotion of FEAR and express it
using facial expressions. They tell each other what they themselves are afraid of.
Peter had to leave home. Pupils describe how he felt when he was leaving his mother and
their goat, Rogačka. They name situations when they themselves felt that way. They try to
draw the emotion of SADNESS with colours.
46