Lesson plan (English)

Title: Family, home, fatherland

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

Family, home, fatherland. What home is for a man?

Target group

6th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary compositions Student:

1) describes the elements of the world presented, distinguishes poetical images in poetry;

4) knows and recognises in the literary text: epithet, metaphor, comparison, onomatopoeic words, diminution, exaggeration, personification, animation, apostrophe, anaphora, rhetorical question, repetition and defines their function;

6) recognises rhythmitizing elements of the statement including: verse, rhyme, stanza, chorus, number of syllables in a verse;

9) describes the lyrical subject, narrator and characters in the read literary compositions;

12) specifies the theme and concept of the composition;

16) specifies the experiences of the literary characters and compares them with his own;

17) demonstrates his own understanding of the literary text and can justify it;

18) uses his own experiences and elements of cultural knowledge to interpret texts;

19) expresses his own opinion on characters and events;

20) indicates values in the literary work and defines values that are important to the character.

2. Reception of the cultural texts. Student:

3) specifies the topic and the main theme of the text;

11) refers to the content of the cultural texts to his own experiences;

II. Language skills.

2. Language differentiation. Student:

2) uses the official and unofficial variation of Polish;

3) uses a style appropriate to the communication situation;

4) understands the literal and metaphorical meaning of the words in a statement; recognises the ambiguous words, understands their meaning in a text and consciously uses them to create his own statements;

5) recognises set phrases, notices their variety, understands their meaning and uses them correctly in statements;

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

7) uses a style appropriate to the intended purpose of communication;

8) distinguishes synonyms, antonyms, understands their function in the text and uses in his own statements.

III. Creating expressions

1. Elements of rhetoric. Student:

1) takes part in a discussion on a given topic, can separate its parts and structural signals strengthening the bond among the participants of the dialogue and explaining the meaning.

2. Speaking and writing. Student:

5) talks about the read text.

IV. Self‑education. Student:

1) perfects loud and silent reading;

2) perfects different forms of writing down the gained information;

3) uses information from different sources, gathers and selects information;

5) uses Polish language dictionaries, both general and specific and the dictionary of literary terms;

6) pays attention to the type of dictionary definitions and determines their specificity;

7) develops the ability to assess the gathered information critically;

8) knows the cultural life of his region;

9) develops the ability to effectively use the informational technology and the Internet resources and uses these skills to present his own interests.

The general aim of education

Students get to know different meanings of the word home and the values that are important to a man now and in the past.

Key competences

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

Operational objectives

Student:

takes part in a discussion about indicated topic;
gives different meanings of the word home;
talks about values that are important to a man now and in the past;
defines the mood and character of the literary composition.

Methods/techniques

problematic: conversation;
practical: the theme text, exercises on subject;
exposure: recording;
programmed: using the computer, using e‑textbook.

Forms of work

uniform individual activity;
collective activity.

Before the lesson

The teacher asks a student or students to familiarise themselves with the literary text from the abstract, and to prepare their own photo illustration for the lesson. The students work with method of intersemiotic translation, and prepare three photos, together with the justification of their choice. Their task is to begin the lesson with the presentation of their impressions, and to encourage the other students to take part in a discussion.

Lesson plan overview (Process)

Introduction

1. The teacher determines the purpose of the class: students will read the epigram by Jan Kochanowski and will talk about different meanings of the word home;

2. Selected students present their own photographs prepared for classes along with the justification for their realizations. They explain why they did it and why they present it in that order. The teacher encourages other students to ask questions to the presenters.

Realization

1. The teacher encourages students to write down as many home‑related associations as possible (ex. 1). Reading the proposal will initiate a conversation about what the house is (is it only a building in which we live?), so that the students could come to the conclusion that it is also family, security, homeland. To summarize the discussion, the participants of the classes check the meaning of the word „home” in the Polish language dictionary, and then execute ex. 2.

2. Introduction to the reading of the epigraph of Jan Kochanowski. The teacher asks the students what they dream about, what makes them happy.

3. Listening to the recording of the poem „Na dom w Czarnolesie”. Active listening: during the recitation presentation, students pay attention to the values that are important for the speaking person.

4. Discussing the poem. The teacher asks questions checking the understanding of the text and guide the interpretation, e.g.

Who does the speaker address?
Why does the addressee is referred to with the capital letters?
What is the mood of the composition?

Students perform exercises 4, 5 and 6 in the abstract.

5. The teacher asks students to try to imagine and draw a house in Czarnolas, where Jan Kochanowski lived. The teacher can also read another epigram from this author, „Na lipę”. Then we confront the students' vision with the modern view of the manor house (abstract picture or virtual visit to the Digital Czarnolas museum). Indication of the building's characteristic elements.

Summary

In summary, the teacher asks questions:

Is home an important place for you? Why?

Students speak freely. It should be noted that in their responses they use the word „home”/”house” in different meanings, eg. a home is the place where I was born, a house is a building where my family lives, a house is a place where I feel safe, etc.

Homework

Draw the house of your dreams and describe it in a few sentences.

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