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WELCOME AT OUR ERASMUS PROJECT SMUS PL

Interkulturelles Lernen an unseren Schulen -
Innovative Bausteine
zur Umsetzung in wichtigen Fächern

E-Paper with Infos About our Common Project MAS

Infos in Moving Pictures :)

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WELCOME AT OUR ERASMUS PROJECT SMUS PL Interkulturelles Lernen an unseren Schulen - Innovative Bausteine zur Umsetzung in wichtigen Fächern E-Paper with Infos About our Common Project MAS Infos in Moving Pictures :)

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MAS Eramus Project - Blog at the Beginning of the Project

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School: „Mihail Kogălniceanu" Dorohoi

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

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;

The development of the didactic scenario

Organizing the form and creating a favorable climate for the activity ;

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).

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.

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.

Figure of speech by which the human nature or character is attributed to objects, phenomenon or animals (personification);

Part of speech which accompanies a noun and it is usedto specify grammatical definiteness of the noun (article);

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.

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.

Announcingthe new theme and the objectives (skills)

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.

*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.

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.

...they will complete, respectingthe 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

...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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School: „Mihail Kogălniceanu" Dorohoi 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 Aids:

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Willkommen auf unserem Blog

Hier dreht sich alles um die Erasmus Plus Begegnung unseres Projektes

Multicultural Aspects in our Schools (MAS)

in der Zeit vom 11.11.-17.11.2018

KIZOA-Movie-Maker-iebvjjl1 from David Schmidl on Vimeo.

Wir suchen noch einige Gasteltern !

Bei Interesse bitte einfach in der Schule melden !

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Hier dreht sich alles um die Erasmus Plus Begegnung unseres Projektes Multicultural Aspects in our Schools (MAS) in der Zeit vom 11.11.-17.11.2018 KIZOA-Movie-Maker-iebvjjl1 from David Schmidl on Vimeo. Bei Interesse bitte einfach in der Schule melden !

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Cultural diversity has affected society in many ways throughout history. In recent decades, increased communication and travel possibilities made the transfer of people, and by extension their culture, more widespread. cultural diversity creates better communities with more tolerance for differences and an increased ability to solve problems with others.

The term "Western culture" has come to define the culture of European countries as well as those that have been heavily influenced by European immigration, such as the United States. . Western culture has its roots in the Classical Period of the Greco-Roman era and the rise of Christianity in the 14th century.Other drivers of Western culture include Latin, Celtic, Germanic and Hellenic ethnic and linguistic groups. Today, the influences of Western culture can be seen in almost every country in the world.

A very obvious way history impacts culture is through politics. Historical events directly influence the politics of all countries. For instance, a country that defines itself through great historical events will have a unique political system that in turn impacts the national culture.
No matter what culture a people are a part of, one thing is for certain, it will change. Culture appears to have become key in our interconnected world, which is made up of so many ethnically diverse societies, but also riddled by conflicts associated with religion, ethnicity, ethical beliefs, politics and, essentially, the elements which make up culture "But culture is no longer fixed, if it ever was. It is essentially fluid and constantly in motion." This makes it so that it is difficult to define any culture in only one way.

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Cultural diversity has affected society in many ways throughout history. In recent decades, increased communication and travel possibilities made the transfer of people, and by extension their culture, more widespread. cultural diversity creates better communities with more tolerance for differences and an increased ability to solve problems with others.

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We want to find methods and conceptions for working on multicultural topics in our schools within different lessons to overcome prejudice -to integrate all pupils -to strengten relationship between pupils - to enhance foreign pupils educational outputs ...

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Erasmus Project : Multicultural aspects in our schools

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