Lesson plan (English)

Title: Poetic image of the atmospheric phenomenon

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Poetic image of the atmospheric phenomenon. How to describe a storm?

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;

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;

18) uses his/her own experience and elements of knowledge about culture to interpret texts;

2. Reception of cultural texts. Student:

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

II. Language education.

1. Polish grammar. Student:

1) recognizes parts of speech in the utterances (noun, verb, adjective, adverb, numeral, pronoun, preposition, conjunction, particle, exclamation mark) and defines their function in the text;

2. Diversity of language Student:

5) recognizes idiomatic phrases in the utterances, recognizes their richness, understands their meaning and applies them correctly in the utterances.

III. Creation of utterances.

1. Elements of the rhetoric. Student:

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

3) creates a logical, semantically complete and ordered utterance, using composition and graphic layout appropriate to a given genre form (...);

4) selects the information;

2. Speaking and writing. Student:

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 his/her own interests.

The general aim of education

The student develops the ability to describe natural phenomena and the sensations they evoke.

Key competences

communication in the mother tongue;
communication in foreign languages;
cultural awareness and expression.

Learning outcomes

Student:

names atmospheric phenomena associated with the storm;
uses expressions associated with the concept of storm;
forms word family for the word “storm”;
reads the meaning of a poem;
recognizes onomatopoeia in the poem;
defines the mood of a poem.

Methods / techniques

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

Forms of work

uniform individual activity;
uniform collective activity;

Before the lesson

The teacher asks a selected student or students to prepare the musical background for the lesson. Let it be an instrumental record reminiscent of a storm or a recording of the storm itself.

Lesson plan overview (Process)

Introduction

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

2. What do you do when there is a storm? A talk (part 1). Questions to students:

Do you like the storm?
Are you afraid of it? If yes, for what reasons?
How do you behave during a storm?
What should a person who did not hide before the storm do?

As a summary of the talk, we analyse the scheme in the abstract with the students.

Realization

1. Developing the vocabulary needed to describe the storm (a word search and exercises No. 2, 3 and 4). Arranging sentences using phraseological expressions learned in ex. 3. When creating a family of words of a storm noun, the student should pay attention to expressions such as: oburzyć się, oburzony, wzburzony człowiek, wzburzone morze or in English: stormy; storm off, storming.

2. After the interactive exercises, a movement fun. The teacher asks the selected student or students to present the prepared recording. Students can move freely around the classroom. They can dance, walk, move in the way they choose to the sound of the recording. The aim of the game is to express the emotions caused by the sounds of the storm with dance and movement.

3. Reading of poem by A. Mickiewicz „Burza”. The teacher asks students to imagine the storm described in the poem, while listening to the voice interpretation of it. Then the students read the text individually.

4. Interpretation of the poetic text. Determining the lyrical subject and the lyrical situation as well as the purpose of the statement.

5. The analysis of the poem. Selection of fragments affecting various senses in the text (exercise 6) and onomatopoeia (exercise 7). Repeating the poem aloud with the expressive intonation of sound‑imitating words (exercise 8).

Summary

The teacher asks questions that help students summarize, e.g.

What poetic means can be used to describe the impressions that accompany atmospheric phenomena, such as a storm?
What is the function of stylistic means used in the „Burza”?
What were your feelings evoked by the description of the storm?

Homework

Using the chosen artistic technique, illustrate the selected fragment of the poetic description of the storm. Title your work and sign it with your initials, nickname or first and last name.

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