Lesson plan (English)

Title: See not only yourself

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

Money and other values in a person's life.

Target group:

6th‑grade students of an eight‑year elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

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

12) defines the theme and issues of the work;

14) calls the impressions that the text reads in it;

15) explains the literal and portable meaning in the texts;

16) defines the experiences of literary heroes and compares them with his own;

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

19) expresses its own judgment on the forms and events;

20) indicates the values in the song and determines the values important for the hero.

2. Receipt of cultural texts. Student:

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

11) refers to the content of cultural texts for own experience.

II. Language education.

2. Differentiation of language. Student:

2) uses the official and unofficial variation of Polish;

3) uses a style appropriate to the communication situation;

4) understands the literal and portable meaning of words in speech; recognizes ambiguous words, understands their meaning in the text and consciously uses them to create their own statements;

5) recognises phraseological relationships in statements, notices their wealth, understands their meaning and correctly applies in statements;

6) recognises neutral and evaluative vocabulary, understands their functions in the text;

7) adapts the way of expressing the intended purpose of the statement;

8) distinguishes synonyms, antonyms, understands their functions in the text and applies in their own statements.

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 participants of the dialogue, explaining the meaning;

2. Speaking and writing. Student:

5) talks about the text read.

IV. Self‑study. Student:

1) perfects quiet and loud reading;

2) improves various forms of saving the obtained information;

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

5) uses general Polish and special dictionaries as well as a dictionary of literary terms;

9) develops skills in effective use of information technology and online resources and uses these skills to present their own interests.

The general aim of education

Students learn the vocabulary related to money (including: sayings and phraseologies).

Key competences

communication in the mother tongue;
communication in foreign languages;
learning to learn;
social and civic competences.

Learning outcomes

Student:

presents and justifies his opinion on values in human life;
discusses the importance of money;
develops vocabulary related to money;
defines concepts related to money with the help of a dictionary;
explains the differences between an altruistic and selfish attitude.

Teaching methods / techniques

giving: talk;
practical: subject exercises;
programmed: using a computer, using an e‑manual.

Forms of work

individual activity;
activity in pairs;
collective activity.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the classes and sets the criteria for success with the students.

2. Students perform interactive task No. 1 – they present graphically the most important, in their opinion, values. They can present them literally or symbolically. Then they discuss in parishes what is important to them.

Realization

1. The teacher asks students whether there are money in the drawings (why?), Whether they know some literary or film characters, for whom the most important was wealth - what their lives looked like.

2. Students perform task 1 – they try to define in their own words what money is (as if they wanted to explain it to a small child).

3. The teacher as a curiosity talks about the earliest figures of money (shells, bronze circles, first coins).

4. Students using the dictionary explain various concepts related to money (including coins, cash, change, banknote, coin, currency) and looking colloquial terms of money (if necessary the teacher guides the words: bankroll, cash, hajs).

5. The teacher encourages to check the knowledge of phrases and phraseologies related to money – students combine phrases with their meanings (interactive task no. 2): for dog money , do not have a penny by the soul , throw in their pennies , pay a penny , know someone like a bad chill , making money , making money like ice .

6. The teacher begins a conversation about values in the life of a person, asks students what can happen if someone makes money the most important value in life. Students start the lesson „See You Not Only” from the e‑textbook and read the text of Michel Piquemal „Mirror and money” and then they wonder how father explained to the child what money is and what the father wanted to warn the child about.

7. The teacher asks students how a man should behave to see not only himself. Introduces the concept of altruism and egoism. Students perform interactive task No. 3, which consists of supplementing the definitions of the above‑mentioned concepts, and interactive task No. 4 summarizing the vocabulary learned in the lesson with the help of flashcards.

Summary

Students in pairs ask questions about the lesson – one student asks, the other answers, then they change roles. The most interesting (the most intriguing questions) can be saved on the board and rewarded with pluses.

Homework

Look for websites of organizations that help those in need on the Internet. Familiarize yourself with their activities and think about how you could get involved in actions for those in need in your area (eg as a volunteer).

DrGoUjORU