Topic: Medieval Poland - a repetition lesson

Target group

5th‑grade students of elementary school

Core curriculum

II. The most important elements of the Polish cultural heritage. Student:

2 . knows the legends about the beginnings of the Polish state;

3. links the most important monuments and symbols of Polish culture with the relevant regions.

III. Reflection on history as a science. Student:

1 . explains what the historian's work is about;

2 . differentiates history from legendary history.

IV. Characters and events of major importance for shaping Polish cultural identity. The student situates in time and talks about:

1 . prince of Mieszko and the Czech Dobrawa - baptism of Poland;

2 . Bolesław Chrobry – the first king – and the congress in Gniezno.

V. Poland in the early Piast period. Student:

1 . describes (...) the crisis of the Mieszko II monarchy;

2 . characterizes the reconstruction and development of the Piast dynasty during the reign of Kazimierz Odnowiciela and Bolesław Śmiały;

3 . presents the achievements of Bolesław Krzywousty, describes the conflict with the German Empire;

4 . describes the Polish society of the first Piasts.

VI. Poland during the district breakdown. Student:

1 . places Poland in the period of district breakdown in time and space;

2 . describes the causes and indicates the effects of neighborhood breakdown;

3 . places at the time the most important events related to Polish‑Teutonic relations and the threat of Tatar invasions in the period of regional disintegration;

4 . describes social and economic changes, including settlement movement;

5 . it characterizes the process of unification of the Polish state at the turn of the 13th and 14th centuries, pointing to the role of the Piast rulers (with particular emphasis on the role of Władysław Łokietek) and the Church.

VII. Poland in the fourteenth and fifteenth centuries. Student:

1 . describes the territorial development of the Polish state in the fourteenth century;

2 . analyzes the achievements of Casimir the Great in the field of internal politics (defense system, urbanization of the country, law, science);

3 . describes the relationships between Poland and Hungary in the fourteenth and fifteenth centuries.

General aim of education

The student repeats knowledge and vocabulary regarding the subject: Medieval Poland

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• you will talk and discuss topics from the given themes;

• you will consolidate the material from the lessons: „Legendary beginnings of Poland”, „Mieszko I – beginnings of the Polish state”, „Bolesław I the Brave – Poland’s first king”, „Poland after the death of Bolesław I the Brave „, „From Poland made of wood till Poland made of stone – the reign of Casimir III the Great”, „Foreign policy of Casimir III the Great”;

• you will consolidate the vocabulary learned during the lesson.

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

• exposing

  • exposition.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• 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 {chapter, chapter, lesson}, 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. Students perform two tasks with generators included in the abstract. They prepare their answer in writing. The teacher controls the correctness of their statements, supplementing it with additional information if necessary.

4. Students analyze the map depicting Poland after the disctrict breakdown and assign rulers to their districts.

5. Students fill in the blanks in the text describing the history of the Piasts from the district breakdown to the death of Casimir the Great.

6. 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.

Summary

1. The teacher asks the students questions:

   • What did you find important and interesting in class?

   • What was easy and what was difficult?

   • How can you use the knowledge and skills you have gained today?

   Willing/selected students summarize the lesson

Homework

1. Prepare 5 questions about the area that could be found on the test of the lesson.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Medieval Poland - a repetition lesson

Links to lessons: 1 , 2 , 3 , 4 , 5 , 6

Links to the abstracts: 1, 2, 3, 4, 5, 6