Učenici 3. i 4. razreda tijekom siječnja i veljače na satima Engleskoga jezika bavili su se obradom lektirnih djela kroz grupni rad, analizu teksta i izradu plakata. Cilj aktivnosti bio je razvijati razumijevanje književnog teksta na engleskom jeziku, kritičko razmišljanje te vještine usmenog izlaganja i jezičnog posredovanja.
Učenici trećih razreda (3. d, e, f) čitali su odabrana poglavlja romana Gonič zmajeva Khaleda Hosseinija. Svaka grupa analizirala je dodijeljena poglavlja te je na temelju njih izradila poster. Učenici su u svojim radovima trebali uključiti: kratki sažetak, analizu razvoja glavnoga lika Amira, jedan ključni citat i jednu glavnu temu uz objašnjenje kako i zašto je ta tema vidljiva u tekstu. Kao završni dio aktivnosti učenici su pogledali i filmsku adaptaciju romana, nakon čega su uspoređivali film i književno djelo.
Učenici četvrtih razreda (4. a, e, f) bavili su se romanom Gospodar muha Williama Goldinga. Rad je bio organiziran u šest tematskih grupa, pri čemu je svaka grupa istraživala jedan aspekt romana: analiza likova, simboli, radnja i ključni trenutci, teme, prikaz ljudske prirode te prikaz društva i usporedba sa stvarnošću. Svaka grupa izradila je plakat koji je morao sadržavati naslov, 4–6 jasno organiziranih cjelina, citate iz romana, objašnjenja vlastitim riječima te vizualne elemente (crteže, simbole, slike ili dijagrame). Na kraju su učenici usmeno predstavili svoje plakate, pri čemu su vježbali interpretaciju književnog teksta na engleskom jeziku i prenošenje informacija drugima.
Kroz ovu aktivnost učenici su razvijali vještine čitanja, analize književnog djela, suradnje u timu i javnog nastupa, a njihovi su radovi pokazali kreativnost i zanimljive interpretacije pročitanih djela.
Na kraju se možemo prisjetiti misli autora Gospodara muha, Williama Goldinga:
What's in a book is not what an author thought he put into it; it's what the reader gets out of it. Upravo su učenici svojim interpretacijama, plakatima i raspravama pokazali koliko različitih i vrijednih značenja književno djelo može imati za svakog čitatelja.
U nastavku pročitajte i osvrte učenika, a radove potražite na panoima u školi.

Nikolina Licitar, prof.

Lord of the Flies by William Golding is a disturbing but very interesting novel that shows how thin the line between civilization and savagery is. I really liked some characters in the book, especially Ralph and Piggy. Ralph’s representing order and responsibility, and I liked how he tried to keep everyone safe, tried to keep the fire alive and focused on being rescued. Piggy was my favourte character because even though he was often ignored and bullied, he tried to survive on that island with intelligence and logic, as well as supporting everyone around him and telling them they’ll be saved eventually at the same time. Because of all that, it was frustrating to see
how little respect he recieved. Jack was the character I strongly disliked, but he was also very interesting. His obsession with power and control showed how easily people can turn cruel when there are no rules they have to follow. I think Lord of the Flies is a meaningful and thought-provoking book. To me it wasn’t really easy or enjoyable reading it, but it made me think deeply about human nature, society, and morality. There were parts of the book that felt slow and overly descriptive, which made it hard for me to stay fully focused at times. Overall, I would recommend this book, especially to older students, because it teaches important lessons and leaves a strong impression after finishing it.

Lucija Jularić, 4.a

At first it seemed cool and interesting, but after the fifth chapter things started to get really dark. Personally I cannot handle any type of violence or bullying towards animals and children, so I was constatly sick to my stomach and felt very uncomfortable. I cried a couple of times, I cried the most when Piggy died. And the way he died with his head going into the ocean and everything just felt really unfair to his character. I feel like he shouldn't have died, and if he did it should have been a more honorable death. Jack made me extremely angry and frustrated. Just like in todays world, no one wanted to stand up to him, and even if they did – they would be punished. I liked the book because it consists of paralels, ironies and real life troubles. The only part I didn't like, like I said before, was the violence.

Tara Ćibarić, 4.e

As a part of our English reading assignment, we had to read a novel by William Golding called Lord of the Flies. The novel follows a story of a group of boys on an isolated island whose plane crashed on their way to a safer place because of the nuclear war that erupted in the United Kingdom. At the beginning of the novel, we are introduced to two characters representing different points of view: Ralph, who symbolises rational thinking and Jack, who represents wildness. The group agrees on some rules that would help them survive the longest, but the further we go into the book the less rules stay obeyed. There is no adult supervision during their stay on the island, so they are obligated to protect themselves from whatever madness they come across. We are also introduced to the beast in the beginning. The beast is a made up thing in their minds, meaning it doesn’t exist physically. Later on, we learn from the ‘lord of the flies’ (dead pig’s head) that the beast is inside of the boys. So, when they split into two groups, the hunters represented by Jack, are hunting each other. The novel ends with three boys dead, one of whom is my favourite character, Piggy. What made me connect to him the most is the fact that he was always forgotten about, no matter how hard he tried to fit in with the others, he wasn’t accepted. Something I’ve been deeply disturbed by is the fact we never learned his real name, only the nickname he was given by his school mates, which he hated. His and Simon’s death really changed my opinion on Ralph, because he participated in the killing of Simon and the next day acted as if nothing had happened. Even though he didn’t kill Piggy, he didn’t really show any emotion when he died.
Tea Šulekić, 4.f