Title: The most important person in the world

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Who is the most important person in the world?

Target group:

4th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education

1. Reading literary works. Student:

1) discusses the elements of the presented world, identifies poetic images in poetry;

4) knows and recognizes in a literary text: epithet, comparison, metaphor, onomatopoeia, diminutive, augmentative, personification, vivification, apostrophe, anaphora, rhetorical question,repetition and determines their functions;

9) characterises the lyrical subject, the narrator and the characters in the read works;

12) defines the theme as well as the problem of the work;

15) explains literal and figurative meanings in texts;

17) presents his own understanding of the work and justifies it;

18) uses own experience and elements of culture knowledge while interpreting the texts;

19) expresses own judgement of the characters and the events;

2. Perception of cultural texts.Student:

3) defines the topic and main thought of the text;

4) recognises the relations between different parts of speech (eg. title, introduction, body,ending);

5) distinguishes between important and secondary information contained in the text;

III. Creating statements.

1. Elements of rhetoric. Student:

3) creates a logical, semantically full and ordered statement, using a composition and graphic layout appropriate to the given form. understands the role of paragraphs in creating the whole of a thought expression.

2. Speaking and writing. Student:

4) edits notes;

5) talks about the text that he has read;

The general aim of education

Educating the ability to create written and oral expressions.

Key competences

• communicating in the mother tongue;

• communicating in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• reads the ambiguity of expressions;

• recognises fixed idiomatic expressions and understands their figurative meaning;

• uses different language forms;

• speaks about a literary;

• creates a consistent text about the topic discussed during classes;

• creates a poem.

Methods / techniques

• programmed: using computer, using e‑textbook

• practical: subject exercises and the leading text;

• valorisations: expressive methods;

• problematic: classical, focused conversation.

Forms of work

• individual activity with different levels of difficulty;

• uniform individual activity;

• group activity;

• collective activity;

Lesson plan overview (Process)

Introduction

1. The teacher defines the purpose of the course, explains that during the class the students will talk about the most important people for them and they will learn that some words have ambiguous meaning.

2. Teacher and students start the lesson „The most important person in the world”. Students listen to the first part of the introductory recording.

Realization

1. In groups students write three names of people who are the most important in the world for them and describe them with five words that have a special meaning in their description (ex. 1). Then, through collaboration and interaction between groups, students create a list of the most important persons for them and a list of keywords.

2. Conversation focused on questions: Why to these people deserved to be called the most important in the world? What do the words given earlier mean to you?

3. Listening to the recitation of the poem „Strażaczka” by Piotr Wawrzeniuk in the lesson on the epodreczniki.pl website and answering the questions: Who is the poem about? Who is the narrator? What impression did the poem make on you? (ex. 2).

4. Working with the text. The class is divided into groups, each of them works with one stanza of the poem (ex. 3).

5. Presentation to the other groups the heroine of each stanza.

6. Searching for words and expressions that are associated with the profession but also have other meanings; explanation of these meanings.

7. Reading given expressions and discovering their figurative meaning. The teacher can help to clarify the doubts if needed.

8. Each student chooses the appropriate idioms that match the image of a chosen person, and writes them down in a notebook (ex. 4).

9. Students perform interactive ex. 5: they group the positive and negative features.

10. Individual creative task (writing a poem about mother) with the possibility of choosing the degree of difficulty with the instruction that guides the student while working on the creation and improvement of the text (ex. 6 and 7).

11. Presentation of students' poems.

Summary

Class summary: students prepare individual notes in their notebooks using the method of mind maps or sketchnoting.

Homework

Draw a portrait of a close person of your choice and describe that person in approximately 10 sentences.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

The most important person in the world

Our world is made up of family and friends: every day they give us reasons to smile, be joyful and happy. And sometimes – unfortunately – they make us angry and sad. We cannot imagine life without them, though! Without them life would be boring. Let us think warmly of them: what they are like, their likes and dislikes. Let us invite them in our minds to the lesson we are about to start.