Title: Let's talk about positivism

Lesson plan elaborated by: Barbara Kazimierczak

Topic:

Let's talk about positivism.

Target group:

2nd‑grade students of a high school students.

Core curriculum

I. Literary and cultural education.

2. Receipt of cultural texts. Student:

5) characterises the main philosophical trends and determines their influence on the culture of the era;

6) reads non‑literary cultural texts using the code proper in a given field of art;

IV. Self‑study. Student:

2. develops the ability of independent work, among others, by preparing various forms of presenting one's own position;

3. organises information into the problematic whole by valuing it; synthesizes the learned content around the problem, topic, issue and uses it in your statements;

9) uses multimedia sources of information and makes their critical evaluation;

11) uses multimedia resources, e.g. from: libraries, on‑line dictionaries, e‑book publications, original websites; selects web sources, taking into account the criterion of material correctness and critically evaluates their content.

General aim of education

The student organizes and consolidates knowledge about the period of positivism.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• cultural awareness and expression.

Learning outcomes

Student:

• recognises the subject matter and issues of the texts learned and its relation to the programs of the literary era, social and historical phenomena;

• uses historical, literary, historical, political, cultural and philosophical context in the interpretation of literary works;

• characterises the main philosophical trends and determines their influence on the culture of the era and worldview;

• knows and defines the relationship between cognitive, ethical and aesthetic values in literary works.

Methods/techniques

• expository

  • talk.

• activating

  • discussion.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Before classes

1. Before the planned repetitive lesson, the teacher asks all students to recall the material of the e‑textbook from the , and the selected ones, to prepare a crossword, based on the generator included in the abstract, for colleagues to work during the lesson.

Introduction

1. The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.

2. The teacher reminds the participants of the classes what subject area the lesson will concern.

Realization

1. Students display interactive crosswords on the interactive board. The task of the others is to guess individual passwords. After each crossword, students assess the questions based on the technique of lights (whether they are clear, logically formulated). The teacher assesses questions in terms of language and provides feedback.

2. The teacher plays the recording from the „Philosophical paths” lesson. Students prepare up to three questions related to the content of the text they heard so that they can check if their colleagues understand it well. Their task will also be to prepare predicted answers to the questions.

3. Exercise 2. Students, using the generator included in the abstract, prepare a test question for a friend based on a text fragment.

4. Students use the interactive board to organize their knowledge and answer the question: what are the main features of nineteenth‑century realistic painting?.

5. The teacher divides the students into two teams, appoints the marshal and asks the topic for discussion: „Romantic individualism and dreams versus positivist pragmatism. Which attitude is closer to the present day?” Students have 5‑7 minutes to prepare arguments: one group will defend the thesis about the timeliness of romantic individualism and dreaming, the other - positivist pragmatism. After the expiration of the appointed time, the marshal begins the discussion. The debate should end with a summary made by the marshal, designated student or pupils.

Summary

1. The teacher asks a willing student to summarize the lesson from his point of view. He asks other students if they would like to add anything to their colleague's statements.

Homework

1. Write a essay on: „Romantic individualism and dreaming versus positivistic pragmatism. Which attitude is more current?”.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Let's talk about positivism. Repeating lesson

Links to the lessons: 1 , 2 , 3 , 4 , 5