Questão 66626

An English literature teacher in an international school is frustrated with the way literary texts are often taught. The prevailing method in her department is the 'grammar-translation' approach, where students read a classic short story, translate it word-for-word into their L1, and then answer comprehension questions that test factual recall. This method treats the literary text as little more than a vehicle for vocabulary and grammar practice. The teacher wants to introduce her 11th-grade students to a more authentic and engaging approach to literature, one that fosters critical thinking, personal response, and aesthetic appreciation. She wants to use methods and approaches that view reading as an interaction between the reader and the text. She decides to work with Katherine Mansfield's short story 'Miss Brill'. Instead of pre-teaching all the vocabulary, she wants to use a reader-response approach, first championed by critics like Louise Rosenblatt. Rosenblatt's transactional theory posits that a literary work is created in the transaction between a text and a reader. The teacher wants to guide her students to have an 'aesthetic' reading experience, focusing on their feelings, associations, and interpretations, rather than just an 'efferent' reading (reading for information). Her challenge is to structure the lesson in a way that validates the students' personal responses while also pushing them toward a deeper, textually-grounded analysis.

Which of the following lesson plans best exemplifies a reader-response approach to teaching 'Miss Brill', moving beyond traditional methods?