For teachers

This page is intended for teachers who wish to expand their teaching repertoire and try new approaches to literary texts. It starts from the premise that literature teaching should enable students to participate actively in interpretation, going beyond reproducing content, identifying stylistic techniques and checking whether a work has been read. At its centre is the student as a reader who understands, experiences, compares and transforms the text and connects it with personal experience.

Sample lesson plans based on contemporary teaching principles will be available here. Each will include clearly defined learning outcomes, teaching objectives, key concepts, a proposed lesson structure, descriptions of student and teacher activities, and formative and summative assessment methods. They will be suitable for regular lessons, project activities, extracurricular work and interdisciplinary programmes.

A dedicated section will address film and comics as transmedia teaching resources. Teachers will receive guidance on comparing literary texts with film adaptations; analysing shots, editing, perspective and visual symbolism; and reading the relationship between words and images in comics. Film and comics will serve as a media counterpoint, helping students recognise narrative structure, characterisation, atmosphere and shifts in meaning between media, while retaining the literary text as the foundation.

Bibliotherapy questions and reflective tasks will support experiential, analytical, interpretative and reflective reading. Questions will guide students towards recognising emotional states, characters’ perspectives, ethical conflicts, symbolic motifs and connections with personal experience. Reflective tasks will allow students to express their reading experience through writing, conversation, visualisation, dramatisation or adaptations of the text.

Analytical rubrics will provide clearly described criteria and levels of achievement. They will support assessment of literary comprehension, quality of argument, narrative coherence, use of literary and visual techniques, articulation of emotions, and the ability to connect the text with other media and experiences. Such rubrics support transparent assessment and help students understand expectations in advance.

Tools for monitoring emotional resonance will help teachers observe students’ emotional responses more systematically. Their purpose is to track students’ ability to recognise, name and explain responses to literary characters, situations and symbols, rather than to assess their private feelings. This brings the emotional dimension of reading into teaching in a professionally grounded and pedagogically responsible way.

Examples of student work will show how the same literary content can be expressed through a reflective text, comic, script, storyboard, emotion map or another transmedia form. Brief teaching commentaries will accompany the work to help teachers recognise its interpretative, linguistic, visual and emotional qualities.

The methodological and teaching handbook will bring together theoretical foundations, the research model, teaching procedures, instruments and examples of good practice. Its modular materials will be adaptable to different literary works, age groups, classes, time frames and teaching conditions. The aim is a reliable framework within which teachers can make professionally informed decisions and develop their own approaches.