School: „Mihail Kogălniceanu”
Dorohoi
Grade: 5th A
Object: Romanian Language
Teacher: Cristina Bordianu
Unit:, I want to save the world „
Subject: literary narrative text, Theseus and the Minotaur,, by Florin
Bican; the characterization of the main character
Type of lesson: Lesson of
fixation of knowledge and of developing skills and abilities
Time: 50 minutes
General skills:
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1. Participating at
verbal interactions in different situations of communication by the reception
and the production of the oral text;
·
2. Reception of
different types of written texts;
·
3. Writing different
types of texts;
·
4. Right adequate and
efficient use of language in the oral and written communication;
·
5.Expressing linguistic and cultural identity in national
and international context;
Values and attitudes:
·
Cultivating respect
for humanity values reflected in literary works;
·
Stimulating the
sensitivity towards the antiquity heroes represented in the Greek mythology ;
·
Developing the
interest for cultural diversity for intercultural dialogue;
Specific skills
·
1.1. identifying the
theme, some essential and detailed information and the explicit communication
intentions and/or the behavior which express emotions from the, monologued and
dialogued narrative text;
·
1.2. oral
presentation of information and ideas based on references given by the teacher,
expressing opinions, emotions and feelings participating at discussions on
familiar themes or from listened /read texts;
·
2. 2. Identifying the
theme, the main and secondary ideas from different texts;
·
2.4. showing interest
and focusing attention while reading texts on familiar themes;
·
3.2. Writing a simple
text individually or in a team on a familiar theme, by inserting images,
drawings or schemes;
·
4.2. applying basic lexical
and semantic acquisitions in the process of understanding and correct expression
of communicative intentions;
·
5.2. identifying some
cultural values from the literary/nonliterary Romanian texts and from other
cultures;
Associated contents
·
Narrative text, the literary
narrative, action, character, time, space, comprehension strategies ,simple
inferences (cause and effect relationship, problem-solution);oral
narration of facts by setting in order
the chronological ideas and action stages of the text supported by graphical
presentations by means of the new technologies;
·
Descriptive literary
text (descriptive passages from the narrative text );the observation of the
expressive value of the parts of speech from the chosen text and the rendering of figurative language (comparison, personification);oral
description of a character using different grammatical and semantic;
·
Exercises of
identification of a set of values socially and culturally acknowledged in the
main text
·
Oral communication
with the aim of clarifying, of rephrasing, of confirming, of comprehending the
text, of informing, of building the message of a communication, of expressing
emotions by adopting a positive attitude in communication ( attention,
empathy).
Didactic strategies
·
Methods and
procedures : conversation, brainstorming, critical thinking, independent work
·
Class management : frontal
activity combined with team activity and individual activity:
·
Aids: Romanian
Language (textbook) for the 5th grade, Editura
Art educațional (authors: Florentina
Sâmihăian, Sofia Dobra, Monica Halaszi, Anca Davidoiu-Roman), computer,
worksheets aritmogrif, projector, blackboard, chalk;
·
Resources: student’s usual
capacity of reception, their previous acquisitions (cognitive, attitudinal),
didactic time: 50 minutes
Operational objectives:
·
To present the
content of the narrative text based on the moments of the plot;
·
To argue the
narrative character of the text;
·
To characterize the
main character following the steps for such a work;
·
To exploit
efficiently the literary text;
·
To express themselves
correctly, fluently, convincing.
The development of the didactic scenario
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Nr crt
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steps
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Teacher’s activity
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Students’ activity
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Obs
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1.
2.
3.
4.
5.
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1. Checking of previous
knowledge
Making sense
Reflexing
Conclusions
Homework
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·
Warm up moment:
Organizing the form and creating a favorable climate for the activity ;
·
Energizing exercise:
Students are provoked to an imaginary trip into the Greek Antiquity
and they are asked to choose between three alternatives of spending time (*a
day/ *a lifetime/ *never) with a character, motivating his option; the
proposed characters are: Poseidon, Theseus, Procust (a god, a hero, a monster).
·
Checking of
previous knowledge
referring to the plot of the literary text Theseus
and the Minotaur by F. Bican
The teacher will follow the way in which students
succeeded in associating the message of the text (phrases which represent
essentially a moment of the plot) images built with Pixton; The teacher will
appreciate the way of making the materials (encouraging appreciation or
constructive criticism by pointing the elements which need remedial) but also
towards the way in which students have presented orally the content of
images.
Also the team effort will be appreciated, each student having a certain
contribution (text editor, image editor, coordinator etc.).
This stage will close with the teacher’s intervention who will provide
a conclusion towards the moments of the plot.
·
Announcing the task
The students will be provoked to unroll an aritmogriff which will
request an incursion into the general universe knowledge, but also into the
literary theory concepts.
Vertically they will discover a feature of the studied text. (annex 2)
1.
Greece capital (Athens);
2.
„paper being” who
lives only into the literary text (character);
3.
a female character
who gives to Theseus a ball of tread to find the exit from the maze (Ariadna);
4.
Figure of speech by
which the human nature or character is attributed to
objects, phenomenon or animals (personification);
5.
Part of speech
which accompanies a noun and it is used
to specify grammatical definiteness of the noun (article);
6.
Any conscious
experience characterized by intense mental activity and a certain degree of
pleasure or displeasure. (emotion);
7.
the mountain where
were dwelling Antiquity Gods (Olimp);
8.
Five verses poetry
(quintet).
The word ,narrative,, will appear vertically.
Students will be announced that by working in pairs they will have to
motivate that the text belongs to the narrative category.
Because this type of aim is familiar to them, they are asked to update,
based on the Romanian language portfolio, the definition of the narrative
literary text and its particularities ( the presence of a narrator, the evocation of facts which are in causality relationship, the
contextualization of the action by temporal and spatial indices, the
existence of a conflict, the involvement of the characters in the plot progress, the use of the narrative as the
main exposure mode which interfere with descriptive passages and dialogue
sequences.
The teacher gathers students’ answers, and then he asks them to
justify in an argumentative monologue that the text Theseus and the Minotaur
is narrative.
·
Announcing the new theme and the objectives (skills)
The students are informed that
they will study some characters of the text, more exactly they will discuss
the character Theseus; the identification of his main moral and physical
traits will be made by exploring literary text’s subtlety
The discussion plan, made visible with the projector will be :
·
Short discussion on
the concept of character and on his
role into the literary text(messenger of the writer );
* the place taken by the character into the dynamics of the narrative
flow, the place taken by the character
will be highlighted by a short presentation of the main moments of the
action, to identify the degree of participation to the action
(main/secondary/episodic character)
*social statue of the discussed character;
*identifying the moral and physical traits of the main character and
showing the fragment from the text which indicate those traits, quotes etc.;
At the end of the team
activity, the teacher will use the
bunch method to present graphically the main traits of the hero as show
the identity sheets completed by the students. The teacher shows that these
qualities of the hero are those of the Greek Antiquity, and some of them are
very current to the contemporary world.
The discussion continues based on the announced plan after a summary
review of the information reviewed by that point.
*The message transmitted by the author
through the created character (the value he promotes );
*Establishing some analogies with other characters from the Romanian
literature or the universal one;
*Expressing personal opinion on the discussed character;
The teacher concludes the results of the students’ discussion,
reviewing the stages which have to be followed in the characterization of a
character from a narrative text.
The students are asked to write a quintet which renders Theseus’
traits, taking notes of his facts, of his relationship with the other
characters, his origin, the values he transmits.
The teacher appreciates the way the activity has developed and gives
grades to the students
The teacher asks to the students to write a composition in which to
characterize the character Theseus using the given plan and the discussion
which has taken place, and a drawing in which to describe the hero.
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The students prepare themselves for the lesson.
The students present their answers with short arguments; the obtained
information will be corroborated and systemized into a graphic organizer
which will provide a top of preferences;
The students will present the material made ( in team, with
colleagues) in Pixton application, representing the main moments of the plot
from the studied text( from which previously have been extracted in the
classroom the main ideas based on the plot)
Aids may be found at the following addresses:
The aritmogriff will be projected with the projector; the student will
receive also worksheets which they will complete in pairs.
Students will solve the following tasks in pairs:
Team 1: Say who is the author of the text, who tells the story , on
which person
Team 2: Establish the time and space indices and the characters which
appear into the narrative;
Team 3 Specify what are the exposure modes exploited into the text, give
examples; which is their role in outlining the fictional universe?
Team 4 Establish, based on the facts which relationships appear
between the characters; which are the conflicts which appear?
5. Select from the text the studied figures of speech and comment one
of your choice, what is its role in the text?
During the team activity, the teacher will support the students who
request help in solving the task.
Students
explain orally that the chosen fragment belongs to the narrative text.
.
Students will receive sheets with the plan of the discussion and will
participate to the building of the answers based on the previous acquisitions
and to the word of the text.
…character = individuality with distinctive physical and moral traits,
revealed during the action spatially and temporary contextualized, writer’s messenger
...judging on the degree of participation to the action, there are
main, secondary episodic characters etc.; Theseus –main character;
…from the text and from the information given into the textbook: it’s
born from a mortal and a god
(Poseidon), but appears into the text as the son of Aegeus
…they will complete, respecting
the given time, in teams an Identity
sheet, by consulting carefully the details given by the literary text, after
working time expiration, the way in which has been accomplished The identity sheet of the character
will be presented to the form.
The students will highlight the following traits of the main
character: the sense of justice, ingenuity, sensitivity, courage, spirit of
sacrifice and they will specify that the majority of traits of the character
appear from the indirect characterization from his thoughts, his actions, his
relationship with the other characters.
…for high collective ideals, sacrifices
are needed; through the
embodied values Theseus appears as a savior of his nation, of the word
…can be compared to the Prince Charming from the Romania fairytales or
to other Greek heroes (Prometheus – protector and benefactor of humans who
stole the fire from Hephaestus, brought to Earth and given to mortals
…it’s a hero because gives to his people freedom, independence;
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