Lesson plan (English)

Title: What do we call an epic?

Lesson plan elaborated by: Magdalena Trysińska

Topic:

What are the features of the epic?

Target group:

6th‑grade students of an elementary school.

The 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;

2) recognises literary fiction; distinguishes and explains realistic and fantastic elements in works with particular emphasis on them in realistic prose, science fiction or fantasy works;

3) recognises the work being read as a fairy tale, legend, hymn, parable, myth, story, novel, diary, or novel, and indicates its species traits; recognizes varieties of novels and stories, such as moral, adventure, detective, fantasy science, fantasy.

2. Receipt of cultural texts. Student:

8) understands the specificity of cultural texts belonging to: literature, theater, film, music, visual arts and audiovisual);

9) separates the elements that make up a theatrical performance (acting, directing, decoration, make‑up, costumes, props, music); it distinguishes elements of film and television work (script, direction, shot, acting, music); indicates the characteristics of audiovisual communications (film, information program, entertainment program).

III. Creating statements.

1. Elements of rhetoric. Student:

1) participates in a conversation on a given topic, separates its parts, construction signals strengthening the bond between the participants of the dialogue, explaining the meaning.

IV. Self‑study. Student:

2) improves various forms of saving the obtained information;

3) uses information contained in various sources, gathers messages, selects information;

7) develops the ability to critically evaluate the information obtained.

The general aim of education

The student recognises formal features of three literary types and formal features of selected genres belonging to the epic.

Key competences

communication in the mother tongue;
communication in foreign languages;
learning to learn;
cultural awareness and expression.

Learning outcomes

Student:

recognises and names literary genres and genres;
gives formal features of three literary genres;
gives examples of texts belonging to different epic genres.

Teaching methods / techniques

problematic: directed conversation, discussion;
programmed: using a computer and e‑textbook;
exhibiting: recording;
practical: subject exercises.

Forms of work

individual activity;
collective activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the class, which is to consolidate the message about literary genres, especially the epic. It gives students the criteria for success.

2. The teacher asks students if they know what literary genres are and what their characteristics are. If students know, they give their suggestions. If not, the teacher proceeds to the next part of the lesson.

Realization

1. The teacher asks students to read three fragments of texts representing three types of literature (lyric, epic and drama) in an abstract. He asks how these texts differ. Pupils match the name of the literary genre (exercise 1) and mark the formal features (exercise 2). The level of performing these tasks will allow the teacher to find out if the students correctly recognize literary types.

2. The students become familiar with the content of the first table in the abstract. The teacher asks pupils to give examples of works belonging to epic, lyric and drama (Exercise 3).

3. Literary genres. The teacher reminds students that genres also exist within literary genres. It asks participants to list examples of literary genres with which they had to date. Then, the students get acquainted with the content of the second table in abstract and execute exercise 3.

4. The teacher invites students to play. Divides the class into two teams and assigns one student to count points. Each team in one round issues three representatives who go to the middle of the class (representatives should change so that the same people do not always go out). Each representative in turn (alternately from one group and the other) draws a sticky note with the title and author of the literary work that the students have been dealing with so far. He must specify the literary genre (1 point) and the literary genre (1 point). If the student does not answer within 5 seconds, the opposite group may answer the question (only representatives standing in the middle). In this case, it can gain only max. 1 point. (half point for each correct answer). The teacher should prepare before the lesson cards with titles of literary works - in such quantity as to ensure min. three rounds of fun. The group of winners should be rewarded.

5. Performing exercises that reinforce students' knowledge and skills: 5, 6 and 7.

Summary phase

1. The teacher writes down keywords on the board. Students write them in notebooks in a way that will allow them to organize the lessons learned during the lesson. At each name of the genre they write the title of any literary work.

Keywords: