LESSON PLAN IN LITERATURE THIRD GRADE OF HIGH SCHOOL

Teacher: Tsapra Konstantia , 2nd Gymnasium of Didymoteicho

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INTRODUCTION

Compatibility with the new curriculum.

Teaching practice : project, teamwork, frontal teaching.

The students are divided to groups of 4-5 students and they are working both in computer class and their classroom.

Suggested time: 24 hours .

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OVERALL OBJECTIVES

The students have to understand not only the significance of literature but also the world and ourselves.

They have to be familiar with different literary kinds .

Recognize the values and ideas in the literary texts.

They have to be motivated to express their thoughts and feelings.

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SPECIFIC OBJECTIVES

The students have to realize the interaction between individual person and society .

the social function of literature . They have to relate the writer and the text

to the historical figures of the era.

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Pedagogical objectives The students have to work in teams so as to

exercise their critical ability and work on sources relative to their subject.

They also have to innovate, compare , combine the subjects so as to get to knowledge and understand that the relationship between individual persons and society has different phases : from isolation of several literally heroes to their participation in common struggles.

They have to understand the traditional roles that the society has for individual persons and realize the way literally heroes face their problems and react to conditions of social oppression.

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Objective of new technologies A basic objective is that an integrated

framework of literature teaching is given to the teacher, where the use of new technologies can be easily adapted.

Also, students need to be familiarized to the use of new technology in class through information searching.

It is important the students’ cultural mind to be wide through knowledge, images, sounds, information that will help them form a personal interpretation about literature.

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Texts for study - Parallel texts

About a sleeping child, D. Christodoulou

The slayer –Al. Papadiamantis

The protest- G. Theotokas

The life –P. Skouzes As much as you can- K.

Cavafes Pride and money – K.

Theotokis

The night school stops - A. Samarakis

The mysteries of Kefallinia- A. Laskaratos

About Honor and death –M. Axioti

14 children- N. Vrettakos Waiting for the

barbarians – K. Kavafis The life of E.

Martinengou- biography Erotokritos- V. Kornaros

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Part of instruction- First phase- pre-reading

It is very important because it creates a connection between the text and the students ‘ mind . Our efforts concentrate either on explaining the main theme of the unit or the literary genre and its history through their experience .The students observe the images at interactive board or they are members of a group composed of 2 students.

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The students with the technique of brainstorming are trying to understand the meaning of the term : Individual and Society. What does it mean?

It is important to say that the students have already read the books during their vacation

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Worksheet common to all groups Read and comment the FrontPages of the newspapers and

images that follow. http://www.kathimerini.gr/4dcgi/_w_articles_kathremote_1_01/01/

2014_534276

http://www.tovima.gr/world/article/?aid=553406 http://panagiotisandriopoulos.blogspot.gr/2010/09/blog-post_22.ht

ml

http://www.tovima.gr/world/article/?aid=429794 http://www.ethnos.gr/article.asp?catid=22768&subid=2&pubid=63

641984

http://www.protagon.gr/?i=protagon.el.ellada&id=30423 http://www.lifo.gr/team/sansimera/40842 (focus on the photo of

the Olympians reception by the people) How does society affect a person?

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Joint activity Next, keep notes , read and

relate your conclusion with the content of the books you have already read and watched:

A part of the documentary “female genocide in Asia” http://www.youtube.com/watch?v=tz4zzpbA8cc

A part of the documentary Protagonists “the terror of innocence” (interview of Andronikos 19.45΄-24.11’)

http://www.youtube.com/watch?v=7O1yqjjVzAk

Then answer the following questions…

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Questions of joint activity

Common worksheet

What are the problems and the eras of the texts you have read?

Have you watched relative films? Can you distinguish the individual to men,

women or children? Is there a difference whether the

individual person is rich or poor?

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Second part- reading and presenting ( 18 hours)

The class is divided to six groups and every group has to read and present a different text. That means, we can achieve a different kind of teaching, because every group can take one or more texts according to the possibilities and the willingness of its members. In the end, every group has to put through some tasks on the text and present them to the class.

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Third part : after reading (4 hours)

The students create their own work - not relative to the theme of reading texts - but about the subject of the unit.

The main purpose of this part is the teachers to understand what the students have learnt and felt.

the students in cooperation to the teacher will choose a social problem (refugees, war, financial changes, poverty etc.) and they will create a poem, a dialogue, a text. They can also create a digital poster or a graffiti.

Otherwise, they can gather all presented heroes and characterize them as a fighter, disappointed, selfish, corrupted, innovative..

The students can also frame every portrait with an art or photography exhibition.

The results can be presented in power point or prezi, or published in e-book.

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Part 3- Tasks - Homework

The students have completed their tasks and they are exchanging information and presenting their work to the class. The other groups are filling the worksheets and discussing over the issues of the text.

Then, they have to choose:

Writing a specific text (diary of a hero )

Converting a text to a different one ( a theatrical to narrative)

Creative writing Projects Multimode texts dramatization

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Students’ evaluation ( Rubric ‘s model)

The students can be evaluated according to what they have been taught and created in the classroom.

Also, their homework and their participation to teamwork is very important.

Their oral and writing effort, their projects, their behavior to teamwork , their ability to distinguish the “problem” to the text and their interpretation of the social problems they have confronted are important to their evaluation

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Worksheet –group A The group consists of

four (4) students , they are studying the poem

“About a sleeping child” by D. Christodoulou

and the parallel text “The night school stops by A. Samarakis

while working on the worksheet.

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Worksheet –group B The group consists

of four (4) students , they are studying the text

“The slayer “by Al. Papadiamantis

And the parallel text “The mysteries of Kefallinia” by A. Laskaratos

while working on the worksheet (φύλλο.)

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Worksheet –group C The group consists of

four (4) students , they are studying the text

“Pride and money” by K. Theotokis

And the parallel texts “The life of E.

Martinengou” biography and

“Erotokritos” by V. Kornaros

while working on the worksheet.

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Worksheet –group D The group consists

of four (4) students , they are studying the text

“The protest” by G. Theotokas

And the parallel text “with Honor and Death” by M. Axioti

while working on the worksheet.

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Worksheet –group E The group consists

of four (4) students , they are studying the text

“The life –P. Skouzes” by P. Skouzes

and the parallel poem “14 children: by N. Vrettakos

while working on the worksheet.

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Worksheet –group F The group consists

of four (4) students , they are studying the poem

“As much as you can” by K. Cavafes

and the parallel text “Waiting for the barbarians” by K. Cavafes

while working on the worksheet.

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BIBLIOGRAPHY

Teaching scenario of 3nd grade of High School Individual and Society , H. Hondolidou.

Curriculum for the teaching of literature in junior High School, V. Apostolidou, N. Koundoura, K. Prokopiou, H. Hondolidou.

Teaching scenario of 3nd grade of High School Individual and Society , A. Gerakini.

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Diktyografy• www.e-history.gr• www.ekebi.gr • www.potheg.gr • www.el.wikipedia.org • www.elia.org.gr • www.greek-language.gr• www.snhell.gr• www.netschoolsbook.gr • http://wwk.kathimerini.gr • www.youtube.com/ • http://dschool.edu.gr/ • http://e-psychology.gr/• http://www.pi.ac.cy

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