Title: What should a boy be like?

Lesson plan elaborated by: Magdalena Trysińska

Topic:

What should a boy be like? Education in ancient Greece.

Target group:

8th‑grade students of an eight‑year primary school.

Core curriculum

I. Literary and cultural education.

2. Receipt of cultural texts. Student:

1) searches for the necessary information in the text and cites relevant parts of journalistic, popular or scientific texts;

2) organises information depending on their function in the message;

3) interprets works of art (painting, graphics, sculpture, photography).

III. Creating statements.

1. Elements of rhetoric. Student:

1) functionally uses rhetorical means and understands their impact on the recipient;

2) collects and organises the material material needed to create statements; edits the compositional plan of his own statement;

7) agrees with other people's views or polemicizes with them, substantively justifying their own opinion.

2. Speaking and writing. Student:

2) performs transformations on someone else's text, including shortening, summarizing, expanding and paraphrasing.

IV. Self‑study. Student:

1) reliably, with respect for copyrights, uses information;

4) participates in educational projects (eg creates various presentations, exhibition designs, implements short films using multimedia technologies);

6) develops skills of independent presentation of the results of his work;

8) develops the ability to think critically and formulate opinions.

The general aim of education

Students, based on the analysis of popular science text, discover differences in the upbringing of girls and boys in the past and today.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• IT competences;

• learning to learn;

• social and civic competences;

• cultural awareness and expression.

Operational objectives

Student:

• finds out the needed information in the text;

• reads the meaning of popular science text;

• develops information in the form of a multimedia presentation;

• presents the results of his work.

Teaching methods / techniques

• problematic: directed conversation, discussion;

• programmed: using a computer and e‑textbook.

Forms of work

• group activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes, which is to know the differences in the ways of bringing up girls and boys in the past and today. He/she gives students the criteria for success.

2. The teacher can start the lesson with a talk about differences in the upbringing of boys and girls in the past and today. He/she should ensure that the arguments appearing during the conversation are supported by historical knowledge.

Realization

Students work in groups during the lesson – a minimum of four people. They will need access to computers and the internet. Classes may be directed, for example, in a computer room.

1. Students, working in groups, prepare a crossword in a crossword generator (exercise 1 in the abstract). Two groups are developing a crossword with the password „boys”, two groups – with the password „girls” (in English there may be also derivative words, e.g. „boyish” and „girlish”). Then the groups exchange crosswords – they solve the tasks prepared by the neighboring groups.

2. Students prepare multimedia presentations, e.g. in PowerPoint. The presentations should be based on the text by Lidia Winniczuk „Ludzie, zwyczaje, obyczaje starożytnej Grecji i Rzymu”. Each group develops (summarises, supplements with information) one of four fragments. The teacher watches over the correct execution of the task. He/she tells students that they can enrich their presentations with illustrations and additional information found on the internet. Reminds them to respect copyright laws.

3. After the set time, the groups present the results of their work. Then the group leaders create a joint presentation that can be put on a class disk (the task can be carried out by the leaders at home).

Summary

1. The teacher asks students what they have learned today, whether the lesson was interesting for them. He asks them to evaluate their own work during the lesson. For this purpose, he can use the questionnaire or decision tree prepared earlier or carry out an oral evaluation.

2. Students write in their notebooks the key words to the lessons they consider the most important.

Homework

Prepare to discuss the following issues:

• Can parents display their parents' affection for their sons?

• Is the parents' tenderness towards their daughters more desirable than tenderness towards their sons?

• What are the advantages and disadvantages of gently bringing up children?

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

What should a boy be like? (And what should a girl be like?)

Majority of the Greek writers indicated that the social roles of men and women are different, so the boys and girls should be differently prepared to fulfil them. Girls’ education was perceived as unnecessary: in the future they were supposed to give birth and take care of the household.