Title: Beaded

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Beaded. How to poetically describe the tearing of lilac's flowers?

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, anaphora, rhetorical question, repetition, and defines their functions;

6) recognizes elements that rhythmise the utterance, including verse, rhyme, stanza, refrain, number of syllables in a verse;

9) characterizes the lyrical subject, the narrator and the characters in the works read;

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;

17) presents his/her own understanding of the work and justifies it.

III. Creation of utterances.

1. Elements of the rhetoric. Student:

1) participates in a conversation on a given topic (...);

2. Speaking and writing. Student:

1) produces consistent expressions - a report, a diary;

4) takes notes.

IV. Self‑study. Student:

1) perfects reading quietly and aloud;

2) perfects various forms of recording the information acquired;

3) uses the information contained in various sources, collects information, selects information;

9) develops the skill of effective use of information technology and Internet resources and uses these skills to present their own interests.

The general aim of education

By working with the poem, the student develops the ability to read poetic texts.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• cultural awareness and expression.

Learning outcomes

Student:

• names spring flowers;

• reads the message of the poem;

• indicates stylistic devices in the poem;

• specifies the character that speaks in the poem;

• defines the mood of the poem.

Methods / techniques

• problematic: directed conversation, discussion;

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

• practical: exercises concerned, working with text.

Forms of work

• uniform individual activity;

• uniform and diverse collective activity;

• activity in groups.

Lesson plan overview (Process)

Introduction

1. The teacher defines the purpose of the course. He/she gives students the criteria for success.

2. The teacher proposes a game to the students - a contest consisting in recognition of spring flowers. The teacher displays pictures of different flowers on the board (flashcards in the abstract), students give their names and then check the correctness of the answers by reversing the card. Students whose answers are correct may be awarded points. In the end, the winner(s) can be indicated. The names that students do not know can be written down on the board. Students write these names down in their notebooks.

Realization

1. The teacher asks the students to write down as many words as possible to describe lilac flowers. Students can work together or in groups, in which case each group deals with one aspect of the flowers described: color, smell, bush appearance, leaf appearance, flower appearance, flowering period. If necessary, students should have access to the Internet to check the information they need. The information collected by the students is recorded on a board or interactive whiteboard in the form of a mind map.

2. The teacher reads aloud the poem “Rwanie bzu” by J. Tuwim. The teacher asks students to pay attention to the auditory and fragrance impressions that the text evokes. You can quietly let go of the fragment of Vivaldi's concert „Spring” in the background. After listening to the poem, the students create a short story: Once in the garden...

3. Students read the text again – this time quietly. Then the teacher starts a discussion about the poem. Students may be guided by abstract questions (ex. 3):

• Who is talking in the poem and about whom?

• What is the mood of the poem?

• What feelings does it evoke in you?

• What scents and sounds do you feel when reading the poem?

4. Analysis of the composition of the poem (ex. 5).

5. Work in groups on the analysis and interpretation of the poem. The teacher divides the class into 5 groups, each assigning the task described in the abstract. Each team shares the results of their work on the class forum. Students are editing a note from the lesson. It is worth paying attention to neologisms and phraseological compounds.

Summary

1. The teacher asks the students what they have learned today and if they found the lesson interesting. The teacher asks the students to perform self‑assessment of their individual work during the lesson. For this purpose, the teacher can use a previously prepared questionnaire or a decision tree, or can carry out the assessment orally.

2. Students write down in their notebooks the key words to the lesson they consider to be the most important.

Homework

At home, students write a report on the course of the event described in the poem. They have three perspectives to choose from:

1. You are a reporter who watches the event from the side. Write a note to the newspaper.

2. You are a bird that lives in elderberry branches. Tell another bird about the event.

3. You are a participant in the event. You pick up the elderberry flowers with others. Describe the event in your diary.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Beaded

List the verbs describing the activity of tearing the flowers of the lilac. Make a conclusion: What is the purpose of repeating the same sound and accumulation of verbs that name movement?

How was the bird described? Give examples of the stylistic devices used in the poem and name them.

How did the poet describe the lilac bush? Give examples of the stylistic devices used in the poem and name them.

How did the poet describe his auditory and fragrance experience? Give examples of stylistic devices and name them.

Describe the mood of the poem, quoting excerpts from the text.