Title: Do books have tags?

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

Do books have tags? What does exlibris mean?

Target group

5th‑grade students of an eight‑year elementary school

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

1) discusses elements of the presented world, distinguishes poetic images in poetry;

4) knows and recognizes the following in the literary text: epithet, simile, metaphor, onomatopoeia, diminutive, augmentative, personification, animation, apostrophe, anaphore, rhetorical question, repetition, and defines their functions;

12) defines the theme and topic of the work;

14) names his/her feelings after reading the text;

15) explains the literal and figurative meanings of the texts;

18) uses his/her own experience and elements of knowledge about culture to interpret texts;

19) expresses his/her own opinion about characters and events;

2. Reception of cultural texts. Student:

3) defines the theme and the main thought of the text.

III. Creation of utterances.

1. Elements of the rhetoric. Student:

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

2. Speaking and writing. Student:

1) creates consistent statements in the following genre forms: dialogue, short story (creative, reproductive), description, letter, report (from film, performance, event), dedication, invitation, acknowledgements, announcement, wishes, description of internal experiences, characteristics, text of an argumentative nature;

5) discusses the text he/she has read.

IV. Self‑study. Student:

1) perfects reading quietly and aloud;

2) perfects various forms of recording the information acquired.

The general aim of education

Developing a reading culture in students.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• learning to learn;

• social and civic competences.

Learning outcomes

Student:

• explains what ex libris is;

• creates own ex libris;

• recognizes the comparison in a poem;

• creates an utterance of the persuading function;

• defines the mood of a poem.

Methods / techniques

• problematic: talk;

• practical: working with text, tasks concerned;

• programmed: using the computer, using an e‑textbook.

Forms of work

• uniform individual activity;

• collective activity.

Lesson plan overview (Process)

Before the lesson

The teacher asks a designated student or students to familiarize themselves with the content of the abstract and prepare examples of modern ex libris (eg using the Pinterest tool). Their task will be to start classes with the presentation of their examples.

Introduction

1. The teacher defines the aim of the lesson: the students will learn what ex libris is and discuss the value of books.

2. Selected students present examples of ex libris prepared for classes along with the justification for their choice. The teacher encourages other students to ask questions to the presenters.

Realization

1. A talk about books and reading traditions in students' homes. The teacher asks the students how valuable books are to them, whether they remember their favourite books from their childhood and whether they have their favourite readings.

2. The teacher presents selected „spells” formerly used in books to protect them against theft (abstract). Students get acquainted with the information on ex libris and watch the illustration gallery with their examples. Together with the teacher they discuss the content.

3. The students create their own ex libris (a drawing program in abstract) and then they present their designs.

4. Reading the poem entitled “Ex libris” by J. Gomulicki with particular attention to what the speaker compares a book to. They determine the lyrical subject. Then the teacher asks the students questions:

• What is the difference between a book and a book?

• Why are the nouns Past and Presence written in capital letters?

• Why are books immortal?

5. Students define the mood in the poem: ex. 3. They analyze the language of the poem.

Summary

The teacher asks students to evaluate their work during the lesson and the level of understanding of the material discussed. He/she can use the interactive board included in the abstract.

Homework

Design and create your own ex libris.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Do books have tags?

Do you know that books were once extremely valuable? They were protected from the thieves (which were then called “the book thieves”) by spells placed on the pages.

Here are examples of spells by Kazimierz Zieliński:

Currently, we do not put curses on thieves, we place „spells” mainly so that someone who borrows a book remembers whom to give it back.

The proprietary sign of the book, usually decorative, with name and surname of the owner of the book collection (or e.g. stylised initials) or the name of an institution is a bookplate.

A typical bookplate is a small, printed card stuck to the inside of the cover. In a simpler form it can be for example a stamp.

Look at the examples of bookplates on the right. What can you say about them? What can you say about the owners of the books that have such “tags”?

Think about what are books for you? Do you like to own them? Which ones are unique to you? Who did you get them from?

Think about the means by which you can express the mood of literary work.