Lesson plan (English)

Title: The taste of health

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

A trifle, or maybe a real truth? On the features of the epigrams.

Target group

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

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;

4) knows and recognises in the literary text: the epithet, the comparison, the metaphor, words of the sound, diminutive, bulge, personification, animation, apostrophe, anaphora, the rhetorical question, the repetition and determines their functions;

6) recognises elements that rhythm the statement, including verse, rhyme, stanza, chorus, number of syllables in the verse;

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;

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

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

2. Receipt of cultural texts. Student:

1) identifies the statement as an informational, journalistic or advertising text;

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

11) refers to the content of cultural texts for personal 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 oneself to the intended purpose of the statement.

3. Language communication and language culture. Student:

1) identifies the text as a message; distinguishes between message types: informative, literary, advertising, iconic.

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;

6) distinguishes and indicates measures of persuasion, understands their function.

2. Speaking and writing. Student:

4) edits notes;

5) talks about the text read.

IV. Self‑study. Student:

1) perfect 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 dictionaries, including special dictionaries, and dictionary of literary terms;

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

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 genre characteristics of the epigrams and talk about how to look after health on the basis of Jan Kochanowski's epigram „Na zdrowie”.

Key competences

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

Operational objectives

Student:

cites proverbs and phraseologies related to health;
identifies the character of Jan Kochanowski;
describes the genre characteristics of the epigrams;
creates a password advertising health care;
formulates the principles of healthy eating.

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 class: the students will get to know the epigram of Jan Kochanowski and discuss the principles of healthy eating.

2. At the beginning, the teacher asks the selected / willing students to tell about their illness. What was wrong with them? Why did they get sick? How long did the illness last? How did they feel?

3. The teacher encourages students to perform interactive ex. no. 1, in which appropriate idioms and health proverbs should be supplemented with appropriate words. Students give other health‑related sayings, stating their meaning.

4. Students commonly indicate factors affecting the loss of health.

Realization

1. The teacher briefly presents the figure of Jan Kochanowski.

2. The students launch the abstract „Taste of health” from the e‑textbook and read the epigram „Na zdrowie” by Jan Kochanowski. Then they answer the questions: who and to whom the lyrical subject speaks (with appropriate quotations), what values the speaking person considers to be less important than health (and why), when the value of health is best known and what the person asking asks for health.

3. The teacher informs the students that the song they have read is an epigram – he asks for knowledge of the features of this genre. Students with the help of the teacher complement the definition of the epigram (interactive exercise No. 2).

4. The teacher asks the question: Are your grandparents healthy? What do grandparents do to maintain good form? Students perform interactive task no. 3: they are looking at the photo gallery and the eating pyramid and on the basis of this material they create the principles of health care (they should use the imperative mode).

5. Students create an advertising slogan that promotes health (the task can be done in pairs).

6. The teacher emphasises how important it is for the general well‑being to look after healthy eating. He/she presents the pyramid of nutrition. The chosen student explains what he / she is illustrating (in nature / biology / educational hours classes this pyramid is discussed). Students talk in pairs about what products should be eaten the most, what to avoid, what can be replaced by unhealthy snacks and whether to easily follow the rules of healthy eating, then collectively in the classroom summarise the ideas.

Summary

The teacher asks questions to summarise, e.g.

Why can the poem „Na zdrowie” be called an epigram?
How did the poet present „health” – seriously or jokingly? Why do you think so?
How has the approach to health changed since Jan Kochanowski (16th century)?
When and in what circumstances do we most often talk (think) about health? On what does it depend?

Homework

Create for yourself an example menu for one day, consistent with the principles of healthy nutrition.

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