Title: At the museum

Lesson plan elaborated by: Katarzyna Maciejak

Topic:

A visit to the museum. How to stop vanishing?

Target group

6th‑grade students of an elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary compositions. Student:

1) describes the elements of the world presented, distinguishes poetical images in poetry;

4) knows and recognises in the literary text: epithet, metaphor, comparison, onomatopoeic words, diminution, exaggeration, personification, animation, apostrophe, anaphora, rhetorical question, repetition and defines their function;

6) recognises rhythmitizing elements of the statement including: verse, rhyme, stanza, chorus, number of syllables in a verse;

9) describes the lyrical subject, narrator and characters in the read literary compositions;

14) names the impressions aroused by a given text;

15) explains literary and metaphoric meanings;

17) demonstrates his own understanding of the literary text and can justify it;

18) uses his own experiences and elements of cultural knowledge to interpret texts;

2. Reception of the cultural texts. Student:

2) finds directly and non‑directly (hidden) expressed messages in the text.

11) refers the content of the cultural texts to his own experiences.

II. Language skills.

2. Language differentiation. Student:

4) understands literal and metaphorical meaning of the words in a statement; recognises the ambiguous words, understands their meaning in a text and consciously uses them to create his own statements.

5) recognises set phrases, notices their variety, understands their meaning and uses them correctly in statements.

III. Creating expressions

1. Elements of rhetoric. Student:

1) takes part in a discussion on a given topic, can separate its parts and structural signals strengthening the bond among the participants of the dialogue and explaining meaning

4) selects information;

2. Speaking and writing. Student:

1) creates coherent statements in the following categories of literary composition: description;

4) creates notes;

5) talks about the read text.

IV. Self‑education. Student:

1) perfects loud and silent reading;

2) perfects different forms of writing down the gained information;

3) uses information from different sources, gathers and selects information;

5) uses Polish language dictionaries, both general and specific and The dictionary of literary terms;

7) develops the ability to critically assess the gathered information;

8) knows the cultural life of his region;

9) develops the ability to effectively use the informational technology and the Internet resources and uses these skills to present his own interests.

The general aim of education

Students practice describing objects.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• ability to learn;

• social and civil competences;

• consciousness and cultural expression.

Operational objectives

Student:

• describes an object

• lists the most important museums in the world;

• takes part in a discussion about life passing;

• identifies personification in a poem;

• creates his own gallery of museum exhibits.

Methods/techniques

• problematic: conversation;

• practical: the theme text, exercises on subject;

• programmed: using computer, using e‑textbook.

Forms of work

• uniform individual activity;

• pair activity;

• collective activity;

Lesson plan overview (Process)

Introduction

1. Before the lesson the teacher asks students to bring a small object of sentimental value (i.e. family heirlooms, souvenir, but nothing expensive).

2. At the beginning of the lesson the teacher determines the purpose of the class: students practice describing objects. They will also talk about museums and works of art that can be found there and think about transience.

3. The teacher asks students if they remember any trip to the museum, what did they see, what museums do they know in their place of living or in the world.

Realization

1. Work in pairs. One student describe the object he brought to the lesson without saying its name. The other person tries to guess what it is. After finishing this exercise students show their objects and put them in one place in the classroom to create the exhibition.

2. Students start the lesson “At the museum” in the abstract and read the text by Wisława Szymborska “Museum”, then they do the interactive exercise in which they have to find adjectives describing the museum from the poem. Selected students read their ideas. The teacher may guide the students to the terms that have not been listed yet.

3. The teacher discusses the text with the class. Steering questions:

• Who is the speaking person in this poem?

• How does the speaking person feel when she looks at the exhibits?

• What figure of speech was used in verses: “korona przeczekała głowę”, “zwyciężył prawy but nad nogą” and “chichocze tylko szpilka po śmieszce z Egiptu”?

• What is its purpose?

Students should name personification and explain its purpose.

4. Students create a mind map for the word TRANSIENCE. The teacher asks about the general meaning of the word, how the students understand it, where they came into contact with it, what they associate with it?

5. The teacher asks students what are the most famous museums in the world, if they have visited any and do they know the pieces of art that are there. The students watch the gallery of photos showing the most important museums in the world and do the interactive exercise in which they have to pair the pieces of art with the names of museums they are placed.

6. The teacher asks students about the objects that would be placed in the museum of their life, what things are of great value to them or say about them a lot.

Summary

1. Students perform exercise No. 3.

2. Answering the questions: Who won the fight with passing? Is the race still going on and what will be the result?

Homework

Prepare some exhibits that could be placed in the museum of your childhood. Present them on the interactive timeline. Take photos or draw the objects belonging to the specified group (name, date, history of the object etc.), sign them and prepare a small exhibition.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

At the museum

Do you remember your last trip to the museum? What did you see there? What other museums in your city do you know? Do you know any museums in the world? Do you like visiting museums?

What objects could be placed in the museum that would be devoted to your life? Which object is of a special value to you, or say a lot about you?