Astrid Lindgrens Berättesler I Luthersk Belysning

Total Page:16

File Type:pdf, Size:1020Kb

Astrid Lindgrens Berättesler I Luthersk Belysning Astrid Lindgrens berättesler i luthersk belysning Utifrån Emil, Pippi och Madicken Astrid Lindgrens stories relationg to Luthers thinking Stories used: Emil Lonnerberga, Pippi Longstocking and Madicken Desirée Karlsson Fakulteteten för samhälls- och livsvetenskaper Religionsvetenskap / Tros-livsåskådning D- kurs/15 hp Handledare: Henry Cöster Examinator: Christina Osbeck 2012-05-31 Löpnummer Abst rac t I think almost everyone has heard of Astrid Lindgren and some of her books. It is a fantastic world of stories. This essay is a investigation in Astrid Lindgrens stories relating to Martin Luthers thinking. Stor ies used: Emil Lönnerberga, Pippi Longstocking and Madicken. The question is; if there an undercurrant of lutheran thinking in the works by Astr id Lindgren. My conclusion is that I have found some Lutheras thinking in Astrid Lindgrens stories. Keywords : Mar t in Luther, Astrid Lindgren, Emi l Lönnerberga, Pippi Longstocking and Madicken, analysis. Sammanfa t tn ing Jag tror att de f lesta har hört om Astrid Lindgren och hennes böcker . Det är en fantastisk värld hennes berät telse r beskriver. Denna studie 2 undersöker om det f inns någon luthersk l ivsförståelse i Astrid Lindgrens berättelser, Emil i Lönneberga, Pippi Långstrump och Madicken. Mitt resul tat är att jag tycker mig se en underströmning av luthersk livsförståelse i Astrid Lindgrens berättelser. Nyckelord: Mart in Luther, Astr id Lindgren, Emil i Lönneberga, Pippi Långst rump och Mad i cken, undersökning . Förord Jag har al l t id tyckt om bra och spännande berättelser . En b ra berättelse skall vara fascinerande, engagerande, rol ig och med en handling som man gärna lever sig in i . Astrid Lindgren har allt id fascinerat mig och jag har allt id älskat hennes berättelser. Jag kan höra Astr i d Lindgren läsa när jag slår upp hennes böcker, hon läste al l t id med en speciel l varm och engagerande röst. Det är l juv musik för öronen att höra Astrid Lindgren läsa. Tack Astrid Lindgren för alla dessa fina böcker du har skrivit. Det är bra för våra barn att få ta del av dessa berättelser. 3 Tack Henry Cöster som hjä lpt mig och uppmuntrat mig att skriva klart denna uppsa ts . Sist men inte minst ett stort Tack t i l l min man och mina barn som stått ut med mig under t iden jag skrivi t . Jag vi l l också hedra min kära arbetskamrat Ulr ica Norén som lämnade t iden på jorden den 9 maj, alldeles för tidigt endast 54 år. Ulrica var fostrad i sann luthersk anda. Med f l i t och knog, kyrkan var viktig för Ulrica. Ulrica gav aldrig upp. Där det fanns barn var det barn t immar . Tack för den här t i den Ulrica, vi ses på andra sidan i Körsbärsda len . Desirée Kar lsson Amnehärad den 11 maj 2012 Abst rac t 2 Sammanfa t tn ing 3 Förord 4 Innehå l l sförteckning 5 In ledn ing 7 Uppg i f t 7 Metod 9 4 Mater ia l 10 1. Astrid Lindgrens författarskap 10 2. Lutherska tankefigurer 11 2a Lu therforskarnas bi ld 12 2b Li l la katekesen som centraldokument i Lu thers l ivsförståelse 13 3. Disposit ion 14 Astrid Lindgrens berättelser i l uthersk be lysn ing 15 Ordet och Tron 1a Rätt färdiggörelse genom tro 15 Ordet och tron 15 Tron på Gud 16 Skriften allena – ord och sakrament 16 Rättfärdiggörande tro – e t t mot tagande t i l l i t 17 1b Ordet och tron i Astrid Lindgrens berättelser 18 Emil blir bekräftad 18 Här f inns p la t s fö r a l la 19 Gud som haver barnen kär 20 F rä lsn ing 21 Bönen 21 Sammanfat tn ing 23 Skapelsen och försynstanken 2a Gud som skapare 23 Skaparen, försynen och skapelsen 23 2b Skape lse t ron - skaparen, försynen i Astrid Lindgrens författarskap 25 Husförhöret 26 P ipp i kommer till Villa Villekulla 27 Mad icken gör goda gärningar 28 Sammanfat tn ing 28 Kal le lse tanken 3a Kallelsen i det jordiska livet 29 5 Kallelsen och arbetet 30 Mora l 31 3b Kallelsen i Astrid Lindgrens berättelser 31 Det är inte de mät ta som behöver mat 32 Pippi den li l l a fl ickan med stora skor och ett stort hjärta 34 Mad icken och Mia försonas 34 Våld föder våld 35 För lå te lsen 35 Löss i det fina hemmet på Jun ibacken 36 Sammanfat tn ing 37 Eländets och korsets teologi 4a Korsets teologi 38 E ländets och korsets teologi 38 F rågan om Gud 39 Kristi efter föl j e lse 39 …är en Gud som l i knar oss 39 4b Eländets och korsets teologi i Astrid Lindgrens berättelser 40 L ive t och kär l eken 41 I utkanten av staden 41 Glädje i stället för skamvrån 42 F inns det något helvete? 43 Sammanfat tn ing 44 Slu tsa tser 45 9 Refe renser 46 L i t te ra tu r 47 In te rne t 48 6 In ledn ing Under hela min uppväxt har jag lyssnat till Astrid Lingrens barnböcker, det är en fantastisk kulturskatt. Min första barnbok som jag fick i julklapp var Nya hyss av Emil i Lönneberga 1966. Även i mitt arbete som församlingsassistent har jag använt mig mycket av Astrid Lindgrens böcker. Nu när jag läser Tros- och l i vsåskådn ing i Kar ls tad och ska skr iva en D-uppsats så tyck te jag a t t det kunde var intressant att undersöka hennes böcker ur ett teologiskt perspektiv. Uppg i f ten Den fråga jag ställer är om jag kan se någon lu thersk l ivsförståelse i Ast r id Lindgrens berätte lse r . För att undersöka detta använder jag f yra tankefigurer som jag hämtar ur luthersk teologi f rån 1900- ta le t . 1. Orde t och t ron , 2. Skape lsen och fö rsyns tanken , 3 . Kalle lse tanken och 4 . E ländets och korset teologi. Ana lysen kan b l i problematisk om det finns drag i Astrid Lindgrens berättade som på olika sätt motsäger de fyra tankefigurerna. Då uppstår frågan om det kan anses rimligt för ett betydande författarskap att det kan läsas som uttryck för motsägande tankefigurer. Kanske kan det motsägelseful la ses som Svend Åge Madsen skr ive r : Så v i t t jag kan se ger s ig inte Astrid Lindgren ut för att vara en ”kristen författare” på så sätt att hon vill beskriva eller förmedla en kristen livssyn, men det bl ir så ändå. Utan baktankar fö rmed lar hon det som hon en gång fått. Med ett citat av Tjorven från (Vi på Saltkråkan) ”Det blir så ” . 1 Det motsägelsefulla ses då som en del av ett rikt författarskap men trots detta kvarstår som en intressant möjl ighet att kunna läsa Astrid Lindgrens författarskap som uttryck för luthersk livsförståelse t i l l sammans med det övr iga vågspe l som ryms i hennes mångs id iga och f lödande berät tande. Jag har stö t t på frågan om Astrid Lindgren var k risten eller inte. Den frågan visade sig dels vara mer kompl i ce rad än den verkade, den b lev intressant för mig som gil lar Martin Luther och att gå i hans sällskap en b i t . Därför tolkar jag denna fråga: Var Astrid Lindgren kristen? Ja hon var kristen, säger en del. Nej, hon var inte kristen säger andra. Var Astrid Lindgren kristen? Det intressanta med en sådan fråga är inte bara att den skulle kunna ge anledning att syssla med kr is tendomen hos As t r id L indgren . Det intressanta eller problematiken är också vad som överhuvudtaget menas med att någon är kristen eller religiös. Och hur kan man se vad som är uttryck för vad kr is ten t ro eller religiositet är? Frågan om en människa är kristen eller religiös visar sig vara en fråga som väcker helt andra frågor, som ibland annat har att göra med vad religion och kristen tro är. Vad är teolog i? Och vilka frågor kan man svara på eller ställa kring det? Den amer ikanske 1 Werner Fischer -N ie lsen, Astrid Lindgren och k r i s tendomen – utifrån Pippi, Emil och Madicken . Varberg: Argument För lag AB 1999, s 13. 7 romersk -katolske teologen David Tracy har analyserat teologens uppg i f te r i dagens samhä l le . Han talar om teologi som ett samtal som allt id äger rum i ett offentl igt sammanhang. De t ta sammanhang är in te enhetl igt utan består framför allt av tre områden: akademin , samhäl le t och kyrkan. Så länge det teologiska samtalet förs i öppenhet gentemot dessa tre områden behåller teologin sin karaktär av offentlig ange lägenhet , om det in te gör så då förvandlas teologin til l något privat, där teologen enbart talar in i en viss grupp eller visst sammanhang. 2 För att teologin skall fungera krävs två storheter, dels tolkning av traditionen, dels tolkningen av den samtida situationen. 3 Någon l i knande beskrivning av teologins uppgift gavs här i Sverige på 50- talet Gustaf Wingren (1910-2000), när han talade om ”Teologins dubb la fenomenologiska ansats ” 4 För Tracy innebar detta a t t den process som formar teologi och annat offentligt samtal kan betecknas som ”analogical imagination ” . Det förutsätts en analogi mellan tradition och samhälle och det som fantasi åstadkommer, det aktuella teologiska bidraget. Varje nytt teologiskt bidrag kan bara vara ”nytt ” om det har ett samband med den tradition som det framgår ur, något som Gustaf Wingren kallade ” växling och kontinuitet ” .
Recommended publications
  • 9780192749307. 2017. Oxford University Press, 2017
    9780192749307. 2017. Oxford University Press, 2017. Astrid Lindgren. A Kalle Blomkvist Mystery: Living Dangerously A Kalle Blomkvist Mystery: Living Dangerously Pippi Longstocking Pippi Goes Aboard Pippi in the South Seas Lotta on Troublemaker Street Pippi on the run Are you looking for A Kalle Blomkvist Mystery: Living Dangerously (Kalle Blomkvist Mystery 2) by author Astrid Lindgren?. Here, at kopikitaa.com, you can download the PDF version of this book by clicking link below. Normally, this book cost you £6.99. The PDF version of A Kalle Blomkvist Mystery: Living Dangerously (Kalle Blomkvist Mystery 2) is available for free. Watch movie Kalle Blomkvist Lives Dangerously online on MoviesTo . The story is about a boy named Kalle Blomkvist who with his friends solves crimes.... Watch Kalle Blomkvist Lives Dangerously Movie Full Online Free. On MoviesTo you can watch all of putlocker, solarmovies, 123Movies, primewire, x8movies Movies and Series in one place! Select the video source below and watch online, if movie was removed, please check for streaming another server to play Kalle Blomkvist Lives Dangerously movie online. Please share this page and support us and our project. Bill Bergson (Swedish: Kalle Blomkvist) is a fictional character created by Swedish writer Astrid Lindgren. The first book featuring him was published in 1946. Lindgren's detective story is about Bill Bergson, a more-or-less ordinary Swedish boy with an extraordinary fascination with detective work. He lives in the small town Lillköping. He identifies clues, investigates enigmas, and solves the riddle surrounding a mysterious stranger while the police and other adults overlook or dismiss the whole A Kalle Blomkvist Mystery: Living Dangerously.
    [Show full text]
  • The International Language Esperanto a Course Ĉi Tiu Kurso Estis Adaptita El La Iama 10-Leciona Esperanto-Kurso Aǔ Free Esperanto Course
    The International Language Esperanto A Course Ĉi tiu kurso estis adaptita el la iama 10-leciona Esperanto-kurso aǔ Free Esperanto Course. La materialo estis rearanĝata, por ke ĝi funkciu kaj rete kaj por poŝta, papera koresponda kurso kaj kiel kurso-libro en ĉeestaj kursoj. Grafike ĝin prilaboris Nino Vessella, Harnyos Ferenc kaj João Vicente. Kunordigis Renato Corsetti. Introduction WHAT IS ESPERANTO? Esperanto, the international language, is a language developed to make it easier for people of different cultures to communicate. Its author, Dr. L. L. Zamenhof (1859-1917), published his "Lingvo Internacia" in 1887 under the pseudonym "Dr. Esperanto". It is now spoken by at least two million people, in over 100 countries. There are thousands of books and over 100 periodicals published currently. But what makes it any more international than French, English or Russian? Incorrectly termed ’artificial’ (the right word is ’planned’), Esperanto is specifically intended for international/intercultural use, so those who use it meet each other on an equal footing, since neither is using his or her native language. With national languages, the average person isn’t able to express himself as well as a native speaker or the gifted linguist. Thanks to its simple, logical, regular design, anyone can learn Esperanto fairly rapidly. A LIVING LANGUAGE Esperanto is a living language, used for everything people use any other language for. But it’s much easier to learn than a national language. Even people who can’t remember a word of a language they studied for years in high school or college need only months of intensive study to become fluent in Esperanto.
    [Show full text]
  • Pippi Calzaslargas Cantando Con Pippi Calzaslargas Mp3, Flac, Wma
    Pippi Calzaslargas Cantando Con Pippi Calzaslargas mp3, flac, wma DOWNLOAD LINKS (Clickable) Genre: Children's / Stage & Screen Album: Cantando Con Pippi Calzaslargas Country: Spain Released: 1975 Style: Soundtrack MP3 version RAR size: 1696 mb FLAC version RAR size: 1530 mb WMA version RAR size: 1559 mb Rating: 4.6 Votes: 319 Other Formats: DMF AA ADX XM MOD WAV MP2 Tracklist Hide Credits Pippi Calzaslargas = Här Kommer Pippi Langstrumpf A1 1:56 Adapted By – M. De La Calva*, R. Arcusa*Written-By – A. Lindgren*, J. Johansson* Me Gusta Ver El Campo = Sommarsangen A2 2:15 Adapted By – J. Díaz Muntané*Written-By – A. Lindgren*, Georg Riedel Mi Bicicleta = Pippi Bei Familie Settergren A3 1:51 Written-By – Christian Bruhn Agárrate Fuerte = Kalle Teodor A4 1:45 Adapted By – J. Díaz Muntané*Written-By – A. Lindgren*, Georg Riedel Kling Y Klang A5 1:13 Written-By [Versión española] – J. Díaz Muntané* Voy A Holgazanear = Mors Lilla Lathund A6 1:32 Adapted By – J. Díaz Muntané*Written-By – A. Lindgren*, Georg Riedel Canción De Pedigüeños, Núm. 2 A7 0:45 Written-By [Versión española] – J. Díaz Muntané* Chin Chon Chin Chan = Der Wind Heult In Den Bäumen A8 1:31 Adapted By – J. Díaz Muntané*Written-By – Christian Bruhn Cumpleaños De Pippi = Pippis Geburtstag A9 1:10 Written-By – Christian Bruhn, J. Johansson* Capitán Fabián = Sjörövar - Fabbe A10 1:31 Adapted By – J. Díaz Muntané*Written-By – A. Lindgren*, Georg Riedel Soy Pippilota = Die Liebe Pippi Die Backt Jetzt Kuchen B1 1:06 Adapted By – J. Díaz Muntané*Written-By – Christian Bruhn Vive Cual Pirata = Merja Merja Mojsi B2 1:22 Adapted By – J.
    [Show full text]
  • Children's and Adult's Behaviour and Characteristics in Pippi
    2005:048 C EXTENDED ESSAY Children´s and Adult´s Behaviour and Characteristics in Pippi Longstocking and The Lion the Witch and the Wardrobe Cecilia Holmgren Luleå University of Technology C Extended Essay English Department of Language and Culture 2005:048 - ISSN: 1402-1773 - ISRN: LTU-CUPP--05/048--SE CHILDREN’S AND ADULT’S BEHAVIOUR AND CHARACTERISTICS IN PIPPI LONGSTOCKING AND THE LION THE WITCH AND THE WARDROBE Luleå Tekniska Universitet English Department Cecilia Holmgren Mars 3, 2005 KSP 402, English C Billy Gray List of contents INTRODUCTION ...................................................................................................................... 2 1. THE ADULT’S BEHAVIOUR AND CHARACTERISTICS .......................................................... 5 1.1 The adults in Pippi Longstocking................................................................................. 5 1.2 The adults in The Lion the Witch and the Wardrobe ................................................... 9 1.3 Comparison of the description of the adults in Pippi Longstocking and The Lion the Witch and the Wardrobe .................................................................................................. 13 2. THE CHILDREN’S BEHAVIOUR AND CHARACTERISTICS .................................................. 16 2.1 The children in Pippi Longstocking ........................................................................... 16 2.2 The children in The Lion the Witch and the Wardrobe.............................................. 20 2.3 Comparison
    [Show full text]
  • Pippi Longstocking
    Pippi Longstocking By Astrid Lindgren A Novel Study by Nat Reed Pippi Longstocking By Astrid Lindgren Table of Contents Suggestions and Expectations ..…………………………….…..………. 3 List of Skills ….……………………………….…………………………….. 4 Synopsis / Author Biography …..………………………………………… 5 Student Checklist …………………………………………………………… 6 Reproducible Student Booklet ..…………………………………………… 7 Answer Key ...………………………………………………………………… 63 About the author: Nat Reed has been a member of the teaching profession for more than 30 years. He is presently a full-time professor at Trent University in the Teacher Education Program. For more information on his work and literature, please visit the websites www.reedpublications.org and www.novelstudies.org. Copyright © 2013 Nat Reed All rights reserved by author. Permission to copy for single classroom use only. Electronic distribution limited to single classroom use only. Not for public display. 2 Pippi Longstocking By Astrid Lindgren Suggestions and Expectations This 68 page curriculum unit can be used in a variety of ways. Each chapter of the novel study focuses on one chapter of Pippi Longstocking and is comprised of four different activities: • Before You Read • Vocabulary Building • Comprehension Questions • Language and Extension Activities A principal expectation of the unit is that students will develop their skills in reading, writing, listening and oral communication, as well as in reasoning and critical thinking. Links with the Common Core Standards (U.S.) Many of the activities included in this curriculum unit are supported by the Common Core Standards. For instance the Reading Standards for Literature, Grade 5, makes reference to a) determining the meaning of words and phrases. including figurative language; b) explaining how a series of chapters fits together to provide the overall structure; c) compare and contrast two characters; d) determine how characters … respond to challenges; e) drawing inferences from the text; f) determining a theme of a story .
    [Show full text]
  • Jacob Two-Two and Pinmi T Nnosfnrking + a *Rry-Vor Duw
    Two National Heroes: Jacob Two-Two and Pinmi T nnosfnrking + A *rrY-VOr duw--.--- Maria Nikolajeva Re'srclize': A partir de deux classiqt~es~~~zte~~zporai~zs, Fifi Brindacier (1945)d'Astrid Lindgren et Jacob De~ix-Denxet le dragon (1975) de Mordecai Richler, l'auteur explore les identitb nationales suidoise et canadienne. L'ilaboration diipersonnage principal refZPte des caractiristiqt~es giographiques, historiques et cultt~rellespropres B chacune d'entre elles. Or, n~algricertains traits conrnzuns conznie l'ige, l'indipendaizce d'esprit et la contestation de l'autoriti, une dzfe'rence fondalilentale se fait jour, laquelle ne petit s'expliquer que par un particularisnze de l'identiti natiolzale: Fifi esf dij2 zoz personnage fort qiri n'a aircun de'sir degrandir, tandis que Jacob souhaite grandir et acquirir la force d'un adulte. Summay: The paper investigates Canadian and Swedish national identity, taking as a point of departure two contempora y classics: Pippi Longstocking (1945) by Astrid Lindgren and Jacob Two-Two Meets theHooded Fang(1975) by Mordecai Richler. The construction of each novel's central cluzracter reflects significant geographical, historical and cl~lturalaspects of Swedish and Canadian national wzentality. Despite many sinlilarities between the two cl~aracters,for exanzple their age, independence and rebellioztsattitude fowarclal~thoriiy,their profound difference can only be accounted for by the national identiby they express; Pippi is already strong and luzs no desire to grow up, whereas Jacob wishes to grow up into adult strength. ho am I, a Russian resident in Sweden, to speak about Canadian national widentity7. I am, specifically, not a Canadian, and I have little insight into what Canadians think about themselves.
    [Show full text]
  • The Image of Childhood in Astrid Lindgren's Pippilongstocking
    THE IMAGE OF CHILDHOOD IN ASTRID LINDGREN'S PIPPILONGSTOCKING by KARA LYNN BRAUN Honours B.A., Queen's University, 1992 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Department of Curriculum Studies) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA April 2002 © Kara Lynn Braun, 2002 UBC Special Collections - Thesis Authorisation Form Page 1 of 1 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of ^ ^ The University of British Columbia Vancouver, Canada ABSTRACT This thesis, both philosophical exploration and literary analysis, examines the image of childhood within the text of Astrid Lindgren's Pippi Longstocking (1945). Through a close textual analysis of three separate passages, one from each of the Pippi books, the thesis writer considers the phenomenological experience of childhood as portrayed through the character of Pippi Longstocking and her friends Tommy and Annika. By considering the ways in which specific words, phrases and descriptions render the author's expression of childhood, the thesis writer proposes a more accurate appreciation for the broad and enduring appeal of the book than has been made to this point.
    [Show full text]
  • An Update on Esperanto October 2012
    Universala Esperanto-Asocio en oficialaj rilatoj kun UN kaj Unesko Nieuwe Binnenweg 176, 3015 BJ Rotterdam, Nederlando √+31 10 436 10 44 f+31 10 436 17 51 [email protected] An Update on Esperanto October 2012 In a world increasingly aware of minority rights and linguistic has been used for virtually every conceivable purpose, some and cultural diversity, the international language Esperanto of them controversial or problematic: the language was is gaining renewed attention from policy-makers. Non- forbidden, and its users persecuted, by both Stalin, as the governmental organisations are pressing to have the inter national language of ‘cosmopolitans’. Esperanto, and by Hitler, as the language question placed on agendas at the United Nations ‘language of Jews’ (Zamenhof was Jewish). Although Esperanto and the European Union. The Prague Manifesto, a modern is intended as a second language, there now are also as many restatement of the values and goals underlying the Esperanto as a thousand native speakers of Esperanto who speak it as movement, emphasises linguistic democracy. The celebration their home language. of the 125th anniversary of the appearance of the first Esperanto Users. The Universal Esperanto Association (UEA), whose textbook in 1887 culminated in the 97th International Congress of membership forms the most active part of the Esperanto Esperanto in Hanoi. UEA (Universal Esperanto Association) community, has national affiliate associations in 70 countries is regularly proposed as a candidate for the Nobel Peace Prize, and individual members in 120 countries. Based on the among others by the Polish Parliament in 2009. The number of textbooks sold and membership of local societies, Mongolian Esperanto Association became the seventieth member the number of people with some knowledge of Esperanto is in association of UEA.
    [Show full text]
  • Lit Link Grades 4-6
    by Astrid Lindgren Lit Link Grades 4-6 Written by Ruth Solski Illustrated by On The Mark Press Copyright © 2011 On The Mark Press Revised This publication may be reproduced under licence from Access Copyright, or with the express written permission of On The Mark Press or as permitted by law. All rights are otherwise reserved, and no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, scanning, recording or otherwise, except as specifically authorized. “We acknowledge the financial support of the Government of Canada through the Book Publishing Industry Development Program (BPIDP) for this project.” All Rights Reserved Printed in Canada On The Mark Press 15 Dairy Avenue Napanee, Ontario K7R 1M4 www.onthemarkpress.com OTM-1460 ISBN: 9781770787865 1 © On The Mark Press At A Glance Learning Expectations Chapter One Chapter Two Chapter Three Chapter Four Chapter Five Chapter Six Chapter Seven Chapter Eight Chapter Nine Chapter Ten Chapter Eleven Reading Comprehension • Identify and describe story elements • • • • • • • • • • • • Summarize events/details • • • • • • • • • • • • Recalling events and details • • • • • • • • • • • • Sequencing story elements • • • • Reasoning and Critical Thinking Skills • Using context clues • • • Character traits, comparisons • Make inferences (why events occurred, characters thoughts and feelings) • • • Develop opinions and personal interpretations • Vocabulary Development, Grammar & Word Usage • Root words, compound words • • • • • Identify synonyms, antonyms, homonyms • • • • • • • • • • Recognition of syllables • • • Types of sentences • • Adding endings to verbs • • Comparisons • • Singular/plurals • • common and proper nouns • • Alphabetical order • • Vowel combinations • OTM-1460 ISBN: 9781770787865 2 © On The Mark Press By Astrid Lindgren Table of Contents At A GlanceTM ..............................................................................................................
    [Show full text]
  • Swedish Nonsense: from Folklore to Furniture
    Swedish Nonsense: From Folklore to Furniture I remember an experiment in mnemonics we did in psychology class in upper secondary school back in 1978-79. The idea was to show us students that words and sentences that make sense are easier to remember than gibberish and nonsense. After thirty years I still remember two of the nonsense word pairs – sem-gok, xaz-fep – but none of the sensible words and phrases. So it goes. Seriously, what happened was of course that when challenged by our teacher some of us, a) put in a lot more effort to remember the nonsense than the sense in order to prove him wrong, b) the nonsense word-pairs were then alchemically transformed in our minds into pleasurable nonsense by a thought “process too complicated to explain” P2C2 (to quote the Water Genie in Haroun and the Sea of Stories), but which is about provid- ing meaning where there is no apparent meaning to begin with and thereby making it memorable. Language in any form can hardly help being meaningful, when we put our minds to it. Sem-gok, xaz-fep is a Swedish experience of nonsense – but probably not unique from an international point of view; pedagogical ideas have been global for a long time. And the same can surely be said about most of the Swedish nonsense that will be present- ed in this paper. The assumption here, however, is that by providing a local/national per- spective some interesting issues to do with nonsense may be discussed. For although non- sense seems to be a rather universal mode of writing, national variations exist.
    [Show full text]
  • Astrid Lindgren and Being Swedish
    Astrid Lindgren and Being Swedish Astrid Lindgren (1907-2002) was a children's writer of international repute. Although many of her stories are set in specific times and particular places in Sweden, her work transcends the time-bound and narrowly provincial. Her settings, be they urban, countryside, or fantastic know no borders even when they “are” Swedish down to the last nail. And, of course, outrageous and transgressive characters like Pippi Longstocking and Karlsson-on-the-roof hold no passports; they belong (and are out of place) everywhere. I believe, too, that Lindgren's oral storytelling style makes her more readily translatable into other languages and cultures than if she had used a more literary style. Finally, Lindgren’s deep concern for the vulnerable (yet potentially empowered) child finds resonance across possible cultural divides. Lindgren writes for a commonwealth of children. However, it is also true that Astrid Lindgren and her work hold a special place in the hearts and minds of Swedes. One could even argue that the collective identity formation of Swedes owes a great deal to her. The template for a good (if old-fashioned) childhood is that of the Bullerby children. Childhood pranks are inevitably compared to those of Emil. Attitudes of solidarity and courage are lent shape by Ronia and the Brother's Lionheart. The expression “han fattas mig” (feebly translated “I miss him”) is frequently seen in obituaries. Names like Ida, Emil, Annika and even the invented Ronia have acquired currency (and not only in Sweden). The The tourist board of Småland puts her name to good use; there is a Lindgren theme park in Vimmerby close to where she grew up; Stockholm has an Astrid Lindgren open-air museum (“Junibacken”).
    [Show full text]
  • Pippi Goes Abroad.Indd 1 20/01/2012 10:47 Pippi Goes Aboard Otherbooks.Qxd 13/5/10 13:50 Page Ii Pippi Goes Aboard Otherbooks.Qxd 13/5/10 13:50 Page Ii
    Pippi Goes Abroad.indd 1 20/01/2012 10:47 Pippi_Goes_Aboard_OtherBooks.qxd 13/5/10 13:50 Page ii Pippi_Goes_Aboard_OtherBooks.qxd 13/5/10 13:50 Page ii Books by Astrid Lindgren Pippi Goes Aboard Pippi Longstocking Pippi Goes Aboard Pippi in the South Seas Pippi in the South Seas Astrid Lindgren Translated by Marianne Turner Emil’s Clever Pig Illustrated by Tony Ross Emil and the Great Escape Emil and the Sneaky Rat Lotta Says ‘No!’ Lotta Makes a Mess Karlson Flies Again Karlson on the Roof The World’s Best Karlson The Brothers Lionheart Ronia, the Robber’s Daughter 1 Mio’s Kingdom PIPPI GOES ABROAD PIPPI GOES ABROAD Pippi Goes Abroad.indd 2 20/01/2012 10:47 Pippi_Goes_Aboard_OtherBooks.qxd 13/5/10 13:50 Page ii Pippi_Goes_Aboard_OtherBooks.qxd 13/5/10 13:50 Page ii Books by Astrid Lindgren Pippi Goes Aboard Pippi Longstocking Pippi Goes Aboard Pippi in the South Seas Pippi in the South Seas Astrid Lindgren Translated by Marianne Turner Emil’s Clever Pig Illustrated by Tony Ross Emil and the Great Escape Emil and the Sneaky Rat Lotta Says ‘No!’ Lotta Makes a Mess Karlson Flies Again Karlson on the Roof The World’s Best Karlson The Brothers Lionheart Ronia, the Robber’s Daughter 1 Mio’s Kingdom PIPPI GOES ABROAD PIPPI GOES ABROAD Pippi Goes Abroad.indd 3 20/01/2012 10:47 1 Great Clarendon Street, Oxford OX2 6DP Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es
    [Show full text]