Title: Your culture, our culture. Things we have in common

Lesson plan elaborated by: Magdalena Trysińska

Topic:

Your culture, our culture. Things we have in common

Target group:

8th‑grade students of an eight‑year elementary school.

Core curriculum

I. Literary and cultural education.

1. Reading literary works. Student:

1) recognises literary genres: epic, lyric and drama; determines the characteristics of particular types and assigns the work to the appropriate type;

7) defines existential issues in the texts being studied and reflects them;

9) uses, in the interpretation of literary works, references to universal values related to social, national, religious and ethical attitudes and prioritises them;

11) uses in the interpretation of literary works the necessary contexts, eg biographical, historical, historical‑literary, cultural, philosophical, and social.

2. Receipt of cultural texts. Student:

1) searches for the necessary information in the text and cites relevant parts of journalistic, popular or scientific texts.

III. Creating statements.

1. Elements of rhetoric. Student:

1) functionally uses rhetorical means and understands their impact on the recipient;

7) agrees with other people's views or polemicizes with them, substantively justifying their own opinion.

IV. Self‑study. Student:

6) develops skills of independent presentation of the results of his work;

8) develops the ability to think critically and formulate opinions.

The general aim of education

Students, based on the analysis and interpretation of the literary text, will become familiar with the problem of cultural and ideological differences.

Key competences

• communication in the mother tongue;

• communication in foreign languages;

• social and civic competences;

• cultural awareness and expression.

Operational objectives

Student:

• defines the topic and problems of the text, reflects it;

• respects worldview differences;

• reads the message of Wita Szostak's text „Wichry Smoczyogór”;

• characterises the heroes of the text;

• discusses a particular topic, formulates arguments, draws conclusions.

Teaching methods / techniques

• problematic: directed conversation, discussion;

• programmed: using a computer and e‑textbook;

• practical: objective exercises, work with literary text.

Forms of work

• individual activity;

• collective activity;

• activity in pairs.

Lesson plan overview

Before the lesson

The students get acquainted with the information regarding the content of the novel by Wita Szostak „Wichry Smoczyogór” and read the literary fragment in the e‑textbook.

Introduction

1. The teacher defines the purpose of the classes, which is the discovery of cultural and philosophical differences based on the analysis and interpretation of the literary text. He/she gives students the criteria for success.

Realization

1. The teacher asks students to take a moment to recall the content of the novel „Wichry Smoczogór” by Wita Szostak that they have read at home. Then he asks the students questions.

• Why is Stary Ryś convinced that Smyk did not invent the story of a meeting with death?

• Why, in your opinion, Wrzosiec does not decide to open the sack?

• What motives make Wrzosiec want to learn about and study the culture of the inhabitants of Smoczogór?

• What is the purpose of Wrzosiec to accompany Berda in his expedition?

• Is Wrzosiec sure that the dragons in Smoczogóry do not exist?

• How do you understand the idea that „we are just dwarves on the shoulders of giants” in the context of the conversation of the characters?

Students talk about the text, mention relevant quotes.

2. The teacher asks students to do exercise 1.

3. The students, referring to the definition in exercise 1, wonder which of the characters base their beliefs on science and which on faith; which of the characters is guided by rationalism and which on emotions.

4. The teacher divides the class into two groups. Students based on text characterize:

• group 1: worldview and attitude, which represent Stary Ryś and Berda;

• group 2: world view and attitude, which is represented by Wrzosiec.

Then they wonder which of the worldviews presented in the interview is closer to them and for what reason.

5. Students carry out the exercise in the abstract. Statements that can be used in a discussion are divided into two groups: expressing respect and expressing disregard for the recipient.

6. Students come back to the text: they note from the text (or mark in the test): as many phrases and notions as possible, which signal discord on the views of the other side; as many phrases and notions as possible, which testify to the mutual respect of the interlocutors and which make the discussion develop in a friendly way.

In this case, to improve the work, the teacher can divide the class into two groups and assign one type of expression to each group.

7. The teacher asks students to choose one of the stories in the characters' conversations in pairs and to pay attention to the difference between knowledge and faith. In their speech, they should include their opinion on whether faith and knowledge are complementary or mutually exclusive.

Summary

1. The teacher asks students what they have learned today, whether the lesson was interesting for them. He asks them to evaluate their own work during the lesson. For this purpose, he can use the questionnaire or decision tree prepared earlier or carry out an oral evaluation.

2. Students write in the notebooks the key words they consider the most important.

Homework

Imagine that you found yourself in the situation of highlanders from the novel by Wit Szostak and you must decide whether to let the death locked in the bagpipes out, or leave it trapped. Prepare for a debate on this topic. Then, together with your classmates, consider the arguments and make a joint decision in this matter.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Your culture, our culture. Things we have in common

Wichry Smoczogór (Winds of the Dragonmountains) is a story about songs, about winds, about death. About rugged mountains where a man can meet creatures from myths and legends. But also, about people, who are trying to understand the ongoing changes, and save the order of their highlanders world in the face of the traditional order of things upheaval. Dragonmountains highlanders are being harassed by the strong winds. They believe that the strong winds are caused by the anger of the Windmaster. So they gathered together to decide how the Windmaster can be appeased. Apparently, one of the highlanders – Smyk – during his lone journey met the Death, and he managed to trap her inside his bagpipes. The highlanders are convinced that it was the Smyk’s brash act that made the Windmaster so mad, and as the punishment he has sent the strong winds. The Old Lynx – who was always respected by the highlanders for his great wisdom – orders his successor, the young Berda, to go and free the Death. Berda will be accompanied by the lowland newcomer, Wrzosiec, the scholar from the Laceret Academy. The scholar behaves in a scholar way, he believes only in those things that he can see and touch, not the Death trapped in the bagpipes. During their journey it appears that the scholarly rationalism is not always enough to understand all the secrets and mysteries of the Dragonmountains.

Cultural differences are always a challenge requiring an effort to understand what is different from our standards. Only by taking this challenge up we may achieve the agreement. And we also gain in a different way: such an attempt to understand others allows us to better understand our own world. Looking towards the differences is an opportunity to look deep inside yourself.