Title: Let's talk about the ancient culture. Repeating lesson

Lesson plan elaborated by: Barbara Kazimierczak

Target group:

1st‑grade students of a high school.

Core curriculum

Core curriculum (old)

Basic level

I. Receipt of statements and use of information contained in them

1. Reading and listening. Student:

5) distinguishes arguments, key concepts and theorems in the argumentative text, and makes its logical summary.

2. Self‑education and access to information. Pupil:

1) searches for literature useful for the development of various issues; selects it according to the indicated criteria (in library resources it uses both traditional book collection as well as multimedia and electronic records, including the Internet).

III. Creating statements.

1. Speaking and writing. Student:

2) prepare a statement (...);

3) creates an independent argumentative statement according to the basic principles of logic and rhetoric (...);

4) publicly delivers the statement he has prepared, taking care of the audio clarity of the message (including the rate of speech and the voice's ability to speak);

5) performs various actions on the text of someone else (eg summarizes, paraphrases, draws up an outline, quotes).

2. Linguistic awareness. Student:

1) operates vocabulary from specific thematic circles (...).

Advanced level

I. Receipt of statements and use of information contained in them

1. Reading and listening. Student:

2) creatively uses critical literary and theoretical literary statements (eg review, sketch, article, essay).

Core curriculum (new)

Basic level

I. Literary and cultural education.

2. Receipt of cultural texts. Student:

1) processes and hierarchizes information from texts, such as journalistic, popular science and scientific texts.

III. Creating statements.

2. Speaking and writing. Student:

2) builds a statement in a conscious manner, with the knowledge of its language function, taking into account the purpose and the addressee, keeping the principles of rhetoric;

3) in accordance with standards formulates questions, answers, evaluations, edits information, justifications, comments, and a voice in the discussion.

IV. Self‑study. Student:

1. develops the ability of independent work, inter alia, by preparing various forms of presenting their own position;

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

4. selects relevant quotes from the text and applies them in the speech.

General aim of education

The student has a basic knowledge of the culture, literature and philosophy of the ancient era.

Key competences

• communication in foreign languages;

• communication in the mother tongue;

• digital competence;

• learning to learn.

Learning outcomes

Student:

• identifies the history of antiques culture and the history of ancient literature as a process;

• gives the time frame of antiquity;

• explains the meaning of the concepts: Antiquity and Classical Antiquity;

• develops information on the culture of antiquity;

• characterises the elements of Greek and Roman culture, which influenced contemporary civilizations.

Methods/techniques

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• activity in pairs;

• collective activity;

• activity in groups;

• individual 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. Exercise 1. Asking questions. Students use the form to write questions addressed to a friend in order to check the understanding of the text being heard.

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

4. Expanding and enriching English vocabulary in the issues covered in the lesson - students perform language exercise included in the abstract.
   The teacher makes sure that the task has been correctly completed and gives feedback.

5. Students are divided into five groups. Each team has the task of preparing a summary of one of the lessons, which is a repetitive lesson, in an attractive form for students, such as a poem or a song in the style of rap or hip‑hop. After the appointed time, the groups present their summaries on the class forum.

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. Make at home a note from the lesson, for example using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Let's talk about the ancient culture. Repeating lesson

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