Lesson plan (English)

Title: Cross my heart

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Cross my heart. Why do people lie?

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 world presented, (...)

2) recognizes literary fiction; distinguishes and explains realistic and fantastic elements in works with particular emphasis on them in realistic prose, science fiction prose or fantasy works;

3) (...) recognizes different types of novels and short stories, e.g. classical, adventure, detective, science fiction, fantasy;

7) discusses plot events, determines the order of events and understands their interdependence;

11) indicates the main and supporting characters in the work and determines their traits;

12) defines the theme and topic of the work;

16) defines the experiences of the literary characters and compares them with his/her own;

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

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;

20) indicates the values in the work and defines the values that are important for the character.

2. Receipt of cultural texts. Student:

3) determines the theme and main thought of the text,

4) perceives the relationship between the constituent parts of the utterance (e.g. title, introduction, development, conclusion);

11) relates the content of the cultural texts to his/her own experience;

12) reads the texts through inter‑semiotic translation (e.g. drawing, drama, theatre performance).

II. Language education.

2. Diversity of language Student:

5) recognizes idiomatic phrases in the utterances, recognizes their richness, understands their meaning and uses them correctly in his/her utterances.

III. Creation of utterances.

3) creates a reproductive and creative text plan

5) discusses the text he/she has read.

IV. Self‑study. Student:

1) perfects reading quietly and aloud.

The general aim of education

Students develop the ability to analyze and interpret literary texts, and indicate important values in interpersonal relations.

Key competences

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

Learning outcomes

Student:

explains the meaning of sayings related to lie and truth;
creates a plan of events to the text;
indicates the characteristics of a fantasy work;
assesses the conduct of characters;
determines the message of the text, indicates the values.

Methods / techniques

problematic: directed conversation, discussion;
programmed: using the computer, using an e‑textbook;
practical: exercises concerned, working with literary text.

Forms of work

uniform individual activity;
uniform collective activity;
activity in groups.

Lesson plan overview (Process)

Introduction

1. The teacher defines the purpose of the course and gives the students the criteria for success.

2. At first, students create their own definition of a LIE, they look for synonyms and form a mind map.

3. A talk about the reasons for lying. Sample questions:

Why do people lie?
In what circumstances do they lie most often?
Under what circumstances can a lie be justified?

Realization

1. Performing ex. 1 in the abstract: individual work – discovering the meaning of sayings related to lie and truth.

2. Contest: matching Polish meanings to English fixed word relationships (flashcards from the abstract displayed on the board). Students who know the answer assign points to each other. At the end, the teacher indicates the winner (or the winners).

3. Reading the text „Synteza” of Maciej Wojtyszko (e‑textbook).

4. Text analysis: defining time, place of action, events, naming a character. The students exchange the elements that qualify the science fiction text.

5. Arrangement of the plan of events (ex. 4).

6. Giving titles to the particular parts of the text (ex. 5).

7. Students are divided into three groups and, analyzing the attitudes of Ela, aunt and mother, they prepare answers to the following questions:

Based on text, give examples of lies.
Why did she lie?

Students give examples of lies, determine what kind of lies it was and wonder what motives the characters were guided by. Finally, it's worth judging whose lies hurt the others the most.

8. Discussing the role of the robot:

What activities did he perform at home?
Has the programming effect been achieved?

Summary

1. At the end, the teacher asks students questions such as:

Why do people lie?
Can a lie be justified?
Does the lie have limits?
How do you feel when you discover that someone lied to you?
Have you found yourself in the situation that the proverb says: A lie has no legs? (Kłamstwo ma krótkie nogi).

It is important that the lesson ends with a discussion and the students draw conclusions for themselves.

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

Homework

Think up your own program for robot Franciszek. What fault will he react to? Describe his reaction and justify what you wanted to achieve by programming the robot.

DuYgzOb68