Annotation
During the third semester, you will plan the lecture for senior high school students according to the principles of constructivism (so-called backward planning). This preparation will be the subject of a written examination.
In the seminar you will get acquainted with the basic secondary school curriculum documents, the form of the school-leaving examination and the catalog of requirements for the school-leaving examination. We will introduce different concepts of literary education in high school and think about their pros and cons.
Together we will define the key competences of a high school literature teacher. We will deal with the issue of building a canon for the school-leaving examination.
We will focus on the evaluation of high school textbooks on the example of a selected canonical author. We will get an idea of the available textbooks and other materials for teaching literature in high school and think about their strengths and weaknesses.
We will focus on introducing and testing various possibilities of working with poetry at high school, but also on other methods supporting the development of reading skills and student's response to a literary text. We will look for ways to strengthen the passion of the studied texts and how to work with selected works of the narrow canon.
Together we will reflect on the organization and content of the curriculum of secondary school literary education. The question is whether literature can be better studied in a time perspective (grouping texts according to when they were written) or using a thematic approach (grouping them according to the topic they share) and how these approaches affect the knowledge of the subject.
We will focus on the issue of formative assessment in literary education, the different types of outcomes you will bring from your practice, the formulation of quality criteria, and how the outcomes will provide evidence of learning. Significant attention will be paid to the reflection of practice.
We will compare experience from the junior and senior high school. In the final seminar, we will return to the vision you formulated in the first seminar in Didactics of Literature I, asking yourself what I would like to be a teacher, how much this vision has changed, and setting your development goals for the future.
An integral part of the seminars will also be recommending texts that work in practice, not only from the narrower canon of Czech literature.