One lesson at the museum

One Lesson at the Museum

Guidelines for teachers

Contribution for the preparation of these Guidelines

The Guidelaines are the outcome of the collaborative work of all the Partners for the development of the Let’s move the classroom to the museums Project, namely the following:

Coordination Organizasion

Regional Department of Education Vidin, Bulgaria

Partner organizations

2o GENIKO LYKEIO NEAS IONIAS MAGNISIAS MALATYA IL MILLI EGITIM MUDURLUGU, Malatya, Turkyie STICHTING INTERNATIONAL YOUTH BRIDGES, Maastricht, Netherlands

The Project TwinSpace:

https://school education.ec.europa.eu/en/etwinning/projects/lets move classroom museums

Introduction

Today, most of the countries in the world face serious issues regarding the unemployment, active citizenship, the need to strengthen European unity. We believe that the education is the key to solving them. The main assumption behind the project is our understanding that the teacher is the key figure in the educational process whose skills and competences are decisive for the quality of education. But we can see the shortage of teachers because of low economic incentives, inadequate professional qualification of a considerable number of teachers and insufficient motivation to upgrade professional qualification. Our project wants to strengthen the profile of the teacher's profession, because this will effect on our and our kids’ lives. The key word for that is 'cultural heritage'. Our shared cultural heritage is at the heart of the European wayof life. It is 'where the past meets the future'. We would like to share with other teachers new idea, that can change the educational environment, the educational tools and methods. We want to share with other teachers and students the challenge how to teach and study the general school subjects in the new environment - at the museums and archaeological sites, the challenge to study Math, Biology, Chemistry through investigating cultural artefacts. We want to share tools and approaches from non formal education and innovations in the digital era.

Erasmus+ project

eTwinning project members

1LESSON PLAN

Lesson Topic

Metals and alloys over the centuries

Subject Class Curriculum Links

Chemistry 10 Applied aspects of chemistry in the field of materials

Context

Links with previews lesson(s)

classification of chemical processes and substances

Links with future lesson(s) metals and alloys

Cross curricular links before the lesson

Physics, History

Cross curricular links after the lesson

History, IT, Communication and learning skills

Learning Objective:

(What are the pupils in the room to learn? make this an open, non task based statement)

To acquire knowledge about the discovery and use of metals (copper, zinc and iron) in antiquity and their history over the centuries. Argues the use of metals and their alloys as materials in practice with their properties.

Learning Outcomes:

By the end of the class students will gain knowledge about the discovery and use of metals (copper, zinc and iron) in antiquity and their history over the centuries.

Erasmus+ project

Pre Lesson Preparation ICT Resources

Materials, presentations, educational movies, resources needed etc.

https://www.qrcode monkey.com/ https://learningapps.org/display?v=phe2276y222&fbclid=IwAR0n7eypWOac AJri_5wMwGsP1xuSmoHyqwTMA EjkeRqq9PgBqN7vxi2KrA

https://www.jigsawplanet.com/?rc=play&pid=2fcc6edc565e&fbclid=IwAR3E Gt0aXdFmgzSH1uN kbDSmVk9I5DVgffExVPpqHmWcAlfse2YFPhkZs8

https://learningapps.org/display?v=p3c6q2ixt22&fbclid=IwAR3jr0yOfMJeux MFKCObCsP5uTtIJ02IVNCyBfyhqwcfBVWXXYEUqqEUpYQ

Prior Learning / Assessment to inform planning

Harware

equipment you will need for this lesson (tablets, smartphone, iPad, desktop computer, white board, multimedia). Software and Apps

For example: What happened in the last lesson to inform your planning? How has the data for this group informed your planning to accommodate the needs and abilities of all of your learners? The previous lesson the students were asked the question: What do you mean by the term "materials"? Questions have arisen related to the application of substances in human practice in ancient times and today.

Key Vocabulary

metals, alloys, bronze, brass, copper, zinc, iron Key

By the end of this lesson students will develop the following key competences …. Communication in native language

LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES

Time Link to Learning Outcome number

Teacher Activity

Objectives & Outcomes, Teaching Activities, Revisiting Outcomes & Consolidation

Learner Activity

Identify the techniques used to differentiate for ALL Learners

Assessment

Strategies

Used to Ensure Progress of All Learners

Resources

e.g. TEL, Other Adults, Materials and Equipment

45 min Applied aspects of chemistry in the field of materials

Explains the discovery and use of metals (copper, zinc and iron) in antiquity and their history over the centuries. Argues the use of metals and their alloys as materials in practice with their properties.

Elaboration of an intellectual map, on which is graphically presented information on a certain topic.

Successful presentation of the ready project with the information on the topic, answering the questions:

1. When and where was the metal (copper, zinc and iron) first used?

2. In which era of antiquity did metal use dominate?

3. How and where was the metal mined and processed in ancient times?

4. How the extraction and processing of metal have facilitated the life of people since ancient times?

5. Name some of the modern applications of metal?

Mobile phones, worksheets, role playing games in learningapps, jigsawplanet, museum guide.

Home Learning/Homework

(to enhance prior, existing or potential knowledge and skills)

To research and present information on the application of metals and their alloys in industry and household.

2LESSON EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

They successfully solved the grouping tasks and the puzzle tasks created in "learningapps", "igsawplanet". Chemistry

Evaluator

Who did it? A teacher, a school team, a principal …

Teacher

Evaluation

Pupil Learning & Progression

Did all the pupils achieve the intended learning outcome? (How do you know?)

All students successfully found information about metals and their alloys and made an intellectual map, which they presented in the following hours in the form of a project.

How do you and your pupils know they have ALL made rapid progress?

The progress in the students' knowledge is confirmed by the presented projects in front of the class

Teaching & Classroom Management

How has your planning and teaching ensured positive behaviours, highly conducive to learning?

The lessons held outside the classroom have a different type of organization and activities by the teacher and students. Extracurricular activities contribute to greater interest and motivation to learn. Students must complete tasks related to more communication, movement and competition to successfully complete the tasks.

Next Steps in Learning

Discussion and discussion on topics: Siaric materials, polymers, plastics, rubber, fibers.

1. LESSON PLAN

Lesson Topic

Nature photography explore nature with a camera

Focusing on speaking, vocabulary and writing, the lesson aims to enable students to describe what they see, hear, feel and smell in a natural setting. The lesson begins by showing students some photos of nature and asking them to brainstorm words they associate with each photo. They then learn some vocabulary to describe nature in more detail (using the five senses). Students then go out and explore a natural place, making notes and taking photos of any nature that interests them. Finally, theyshare their photos with their classmates, describing their experiences and using the vocabulary as appropriate.

Nature photography brings us closer to the world we live in, and the view through the camera’s lens helps us see it in a different way. It is a good excuse to get out into the world, get some exercise and take a closer look at nature, and then capture it for the memories.

Subject Class Curriculum Links

English language IX B1.1 Geography, Bulgarian Language, Biology,

Context

Links with previews lesson(s)

Vocabulary: Geographical features

Links with future lesson(s) Writing: A description of nature

Cross curricular links before the lesson

Competences in the field of Bulgarian language Achieving the expected results and mastering knowledge and skills in English in IX grade are carried out using the literary Bulgarian language for translation of unknown terms and grammatical and spelling rules. Students should continue to be encouraged to express themselves grammatically and correctly in English by comparing the grammatical rules of their mother tongue with the foreign language they are learning. The requirements set and the assistance provided by the teacher should be aimed at the correct use of English vocabulary and grammar.

Erasmus+ project

Cross curricular links after the lesson

Digital competence In IX grade students have relatively well developed skills in the use of information and communication technologies. This competence can be further improved by setting specific information retrieval tasks on a given topic and on certain keywords, accompanied by guidelines for formatting and presenting the results, combining textual, graphical, audio and video information.

Learning Objective:

(What are the pupils in the room to learn? make this an open, non task based statement)

To Learn (about …/ how…/ why…/ when…/ what happens when ..../ if… etc.) …

Raise awareness of the nature around us, encouraging students to explore and appreciate outdoor life

Extend students’ vocabulary to talk about nature

- Develop students’ note-taking skills

Develop students’ oral fluency through a discussion of photos

Learning Outcomes:

By the end of this lesson students will be able to describe what they see, hear, feel and smell in a natural setting.

Pre Lesson Preparation

ICT Resources

Hardware equipment you will need for this lesson (tablets, smartphone, iPad, desktop computer, white board, multimedia).

Software and Apps Smartphones, Apps

Prior Learning / Assessment to inform planning

For example: What happened in the last lesson to inform your planning? Students watch a video on the topic “How to describe nature?”

How has the data for this group informed your planning to accommodate the needs and abilities of all of your learners?

Key Vocabulary

dull, bright, misty, vivid, faint, shallow gentle, humming, raucous, monotonous, lively, dripping rough, smooth, sharp, crisp, calm, gentle sweet, earthy, fresh, faint, fragrant, salty

Key competences development:

By the end of this lesson students will develop the following key competences language, communication, digital competences.

LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES

Time Link to Learning Outcome number

Teacher Activity Objectives & Outcomes, Teaching Activities, Revisiting Outcomes & Consolidation

Learner Activity

Identify the techniques used to differentiate for ALL Learners

Assessment Strategies Used to Ensure Progress of All Learners

Resources e.g. TEL, Other Adults, Materials and Equipment

5 10 min.

Lead in 1.Introduce the topic of nature photography. Explain that nature photographers want to raise awareness of the beauty of nature, to protect it and to ensure that land is used for

1.Students discuss the questions: What kinds of nature photos do you enjoy looking at? Have you ever enjoyed a photo of a leafy tree? Or a shot of a bee landing on a flower? A cloud

Educational videohttps://www.y outube.com/wa tch?v=juQI9W kIJZI

Photos

nature as well as building.

2.Show four photos of nature (chosen before the lesson)

drifting in the sky? What kinds of nature photos do you enjoy taking?

2.Students work in pairs, brainstorming six to ten words they associate with each photo

10 15 min. Vocabul ary Give out the worksheet and ask students to work together to categorize the words under the four headings given.

A: LOOKS dull, bright, misty, vivid, faint, shallow

B: SOUNDS gentle, humming, raucous, monotonous, lively, dripping

C: FEELS rough, smooth, sharp, crisp, calm, gentle

D: SMELLS sweet, earthy, fresh, faint, fragrant, salty

Students explain why they chose to put the words under each heading and add other words they know.

https://padlet.c om/ilgeorgieva 82/cwqy335h6 6oqow5j

https://www.li veworksheets.c om/2 ik1245715rm https://www.li veworksheets.c om/ua107316v h

15 min Photogr aphy outing

Present any other useful topic related language that students want to know.

Explain the nature photography project. Tell students to go to a place where there is nature (e.g. a local park or garden). Remind students that nature is everywhere! It is even in a leaf coming out of the pavement. Briefly discuss nearby places where they could take photos of nature.

Remind them to stay safe. If helpful, elicit ways to stay safe, e.g. go in pairs, choose a place you know, don’t touch poisonous objects

They should explore and enjoy the nature around them. They MUST take notes of things they see/hear/feel/smel l in a notebook and take at least six photos of nature on their tour.

10 min Group discussio n

Encourage students to ask follow up questions, e.g. what did it smell/sound like? What was the sky like?

To finish, let students make captions for their favourite photos and post them online.

Home Learning/Homework

In small groups they show each other their photos and describe the setting, using their notes to help them remember.

(to enhance prior, existing, or potential knowledge and skills)

Write captions to your Padlet pictures

1 LESSON PLAN

Lesson Topic

MATHEMATICS AROUND US- THE MYSTICISM OF MATHEMATICS

The importance of mathematics in everyday life

Subject Class Curriculum Links

Mathematics 8 Mathematics ZP Recognizes edged and cylindrical bodies, determines their main elements.

Context

Links with previews lesson(s)

Links with future lesson(s)

To recall Volume and area of certain objects pyramid, prism, etc. Central symmetry; central symmetrical figure

Applying the knowledge of finding area and volume. Finds the image of a point with axial symmetry

Cross curricular links before the lesson

IT, AI, Music, Biology, Physics, History, Geography and more. Uses elements and principles of graphic design.

Cross curricular links after the lesson

IT, Biology, Physics, History, Geography etc. Uses engineering design processes

Learning Objective:

(What are the pupils in the room to learn? make this an open, non task based statement)

Students recognize ribbed and cylindrical bodies, determine their main elements. We will visit a museum, the fortress of Baba Vida or the park, we will see the urban architecture of the city. We will play games in which we will look for symmetry, bodies and develop logical thinking. In this way, we will explore and appreciate the basic elements in sculptures and architecture.

To establish and justify in real life situations the meaning and application of mathematics and making students aware that mathematics plays a fundamental role in society, from simply buying a product to the most complex situations in everyday life, e.g. tiling, construction.

Learning Outcomes:

By the end of the class students will be able to: Symmetry in nature this is the world around us. With symmetry, volume, area and distance we often encounter in art, architecture, technology, and everyday life..

Pre Lesson Preparation

Materials, presentations, educational movies, resources needed etc.

Name of the lesson: Mathematics around us

Subject: Mathematics

Topic: the importance of mathematics in everyday life

Type of lesson: research paper

Level/Grade/Age: 8th grade Duration: Main objective: Through the presentation of an image provided by the teacher, students should justify the importance of mathematics in the development of society.

Objectives: To identify in real life situations the meaning and application of mathematics and to make students aware that mathematics plays a major role in society, from the simple purchase of a product to the most complex situations in everyday life.

Methods/Types of activities: Preliminary research

Didactic materials: Computer, tablet, internet

Requirements/Resources/Organization: Important information about the subject. Everything in the universe is based on mathematics: the arts, sciences, nature and life; practice in new technologies.

Prior Learning / Assessment to inform planning

ICT Resources

Harware equipment

you will need for this lesson (tablets, smartphone, iPad, desktop computer, white board, multimedia).

Software and Apps Tablet, smartphone, laptop

For example: What happened in the last lesson to inform your planning? How has the data for this group informed your planning to accommodate the needs and abilities of all of your learners?

Erasmus+ project

In the previous topic, students were able to draw ribbed and cylindrical bodies. They remembered what symmetry is.. This helps them construct their 3D images

Key Vocabulary

symmetry, volume, area, distance

Key competences development:

By the end of this lesson students will develop the following key competences ….

Mathematical competence and competence in the field of natural sciences; Digital competence; Three dimensional thinking; Three dimensional design; Engineering; Design with technology

LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES

Time Link to Learning Outcome number

Teacher Activity Objectives & Outcomes, Teaching Activities, Revisiting Outcomes & Consolidation

Introduction The teacher starts the activity by presenting a picture of the world with mathematics. Students should explain the importance of mathematics in the development of society

Ex.1 To begin with, let's consider what types of symmetry there are in the plant world. For example, for

Learner Activity Identify the techniques used to differentiate for ALL Learners

Symmetry Symmetry is everywhere you look.

Assessment Strategies Used to Ensure Progress of All Learners

Listening carefully to what the lesson is about

Resources

e.g. TEL, Other Adults, Materials and Equipment

leaves feature mirror symmetry. Many tree leaves and flower petals are symmetrical about the middle of the stem

Note 2 With symmetry, we often encounter in art, architecture, technology, and everyday life. So the facades of many buildings have symmetry. In most cases, patterns are symmetrical with respect to the central axis, or on carpets, fabrics, room wallpaper. Now more about symmetry in architecture. Man made architectural structures are, for the most part, symmetrical.

Example 3 This small building impresses with its very well measured volume spatial composition, a combination of parallelepipeds and half cylinders. The roof terrace with a visor above it and the round opening are also in the

A real part

spirit of the Modern Movement.

The teacher gives some guidelines for the application of mathematics, more precisely for the area and volume of certain objects, speed

Solving logical problems example 1 Numbers

It became common for Salai, upon waking, to go to the workbench and find there some riddle that the Master had devised the night before. This morning was no exception.

On the table were several branches of a tree, which on closer inspection turned out to be an equation written in Roman numerals:

Solving logical problems Leonardo da Vinci Code of Riddles

Without aids (calculator, line sheet and pen) to cope with logical tasks example.1

"You have a mistake in your arithmetic, Master," remarked Salai

"That's right," replied Leonardo,

without looking up from his notes. "Could you fix it for me?" But ... Let me guess I can only move one stick, right? Leonardo smiled Exactly Example2. In Vino Veritas

Leonardo often liked to provoke: Tell me, Salai: is our last barrel of wine more than half full or more than half empty? Salai looked at the dark reflective surface of the wine in the barrel. It could be half full or half empty. Isn't this a test of my abilities, Master?

No, it's a very specific question. You'll probably be able to tell me without using measuring devices and asking stupid questions.

example3

Leonardo tested the rate of fire of two siege guns. The first could fire 5 shells in 5 minutes, and the second 10 shells in 10 minutes.

example.2

example.3

Which cannon can fire 12 shells faster

Final part Guidelines how to work with the Padlet platform to be able to upload their materials.

The teacher evaluates the performance and the interest shown by the students

Students should present their research to the whole class.

Summary and evaluation

At the end of the activity, prepare a summary of whether the students understood what you meant.

Students should be able to identify and appreciate the real life application of mathematics. To upload to padlet

Home Learning/Homework

(to enhance prior, existing or potential knowledge and skills)

Application of geometric bodies and figures in natural phenomena in Bulgaria and in the architecture of Bulgarian historical monuments. Photos to be uploaded to Padlet

2 LESSON EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

The importance of mathematics in everyday life Symmetry, ribbed and cylindrical bodies. mathematics

Evaluator

Who did it? A teacher, a school team, a principal …

Teacher Evaluation

Pupil Learning & Progression

Did all the pupils achieve the intended learning outcome? (How do you know?)

Students' homework is checked and graded.

How do you and your pupils know they have ALL made rapid progress?

Teaching & Classroom Management

How has your planning and teaching ensured positive behaviours, highly conducive to learning?

Teaching in a different place (in the museum, in the park in an urban environment or the Baba Vida fortress) outside the classroom attracts the attention of the students. Sculptures of natural phenomena, urban architecture, activities in the museum make the lesson fun. As a result, an increase in the level of permanent training is ensured.

Planning & Subject Knowledge

How could you further develop pedagogy to address errors and misconceptions in your planning?

How could you develop imaginative and creative approaches to further match individual needs and interests?

Teaching a math lesson outdoors with an observational goal develops logical thinking. During the lesson taught in the outdoor museum, some situations may escape the attention of the practicing teacher.

Student suggestions made during the outdoor activities can suggest new creative ideas. These suggestions often provide information about different study areas.

Next Steps in Learning

They apply what they have learned in their studies in special subjects and in everyday life.

Rectilinear propagation of light Light

Objectives: To acquire knowledge about light and its sources. To build ideas about the rectilinear propagation of light and its speed.

Expected results: The student must understand that light is a carrier of a specific type of energy. To be able to provide examples of different sources of light energy. To know that in a homogeneous transparent environment light propagates in a straight line with finite speed.

Observes the propagation of light rays (beams) with an optical circle. Triggers to create shadow with rays.

Notions and concepts:

new: speed of light, transparent and non transparent bodies; for expansion and consolidation: light, light sources, light energy.

Cross curricular links: biology and health education: photosynthesis, the importance of light for life.

Didactic tools and materials: lanterns, lamps, candles, projector, etc., transparent and opaque objects, screen, drawings and diagrams.

Sample curriculum:

1. Light sources heat, cold and laser

2. Transparent and non transparent environments

3. Rectilinear propagation of light

4. Speed of light

Course of the educational cognitive activity:

1. Based on the students' knowledge of light phenomena in man and nature between 3rd and 5th grade and their life experience, a discussion about light sources is organized. Examples are given and light sources are generally classified as thermal, cold and laser. When characterizing the different light sources, the important conclusion is that each light source converts some kind of energy into light energy. Thus, in the teaching of physics and astronomy in 7th grade, the principle of energy conversion is used in describing light phenomena.

2. Concepts of transparent and non transparent environments are created by showing the collections of relevant objects prepared for the purpose. The classification of bodies and media as transparent and non transparent is basedon thedifferent degrees oflight absorption, in which light energy is converted into another type of energy (most often heat). Students are convinced of this by analyzing examples and demonstrating experiments (for example, heating the earth's surface by the sun, heating the glass balloons of lamps, photosynthesis, etc.).

3. The rectilinear propagation of light is demonstrated through experiments that students can suggest, implement and analyze. An optical circle demonstrates the rectilinear propagation of light in a homogeneous environment (air, glass). One of the most convincing facts about the

Erasmus+ project

rectilinear propagation of light is the shadows cast by objects, and the most impressive examples are the lunar and solar eclipses known to students. In the analysis of these facts and phenomena, it is emphasized that light propagates in a straight line only in a homogeneous medium. Notions of the speed of light and its enormous value are built through analysis and comparison of examples (using the table in the textbook). For homework, students are assigned to get acquainted with the interesting information in the narrow column of the textbook and to complete the exercises from the notebook.

1 LESSON PLAN

Lesson Topic

Geometric shapes/Right prisms

Subject Class Curriculum Links

Maths 13 14 Recognizes right prisms, determines their basic elements, constructs and draws their nets.

Context

Links with previews lesson(s)

Links with future lesson(s)

Draws the images of polygons resulting from translation and reflection.

Calculates the area and volume relations of right prisms.

Cross curricular links before the lesson

Designs a product using graphic design elements and principles

Cross curricular links after the lesson

Designs a product using engineering design processes.

Learning Objective:

Students recognize right prisms, identify their basic elements, build and draw their nets. We will go to the museum on the top of Mount Nemrut. We will play games where we will look for the right prism in the sculptures. In this way, we will explore and evaluate the basic elements of the right prism in sculptures.

Learning Outcomes:

By the end of this lesson students will be able to recognize right prisms, determines their basic elements, constructs and draws their nets.

Pre Lesson Preparation ICT Resources

A trip to Mount Nemrut was organized beforehand. Afterwards, lesson activities suitable for the museum were prepared for the students. Evaluation activities were prepared in the learning aps application.

we will need for this lesson tablets, smartphone, desktop computer, white board, learning apps

Prior Learning / Assessment to inform planning

In the previous topic, students were able to draw images of the shapes as a result of translation and reflection at desired locations. Firstly, this will support to students to draw nets of prims easily. And then it will provide for them to construct their three dimensional images.

Key Vocabulary

5min 1 Beginning: students gather in a circle in a suitable part of the museum. General information about the museum and its importance are discussed.Then the activities begin

10 min 2 Sculpture game ((ice breaker activity): First, the playing field is limited. The it in the game is determined. The it tries to make him a midwife by touching one of the other students. Students can also avoid being it by freezing like a sculpture

If another student touches the frozen person, the frozen student can move again.

15 3 Arouse interest in the lesson: In this activity, students form pairs. First, someone closes their eyes. the other walks him and brings him in front of a sculpture. Student with open eyes tries to explain to the other the mathematical properties of the sculpture Then the students go back to where they started. Student can open his eyes with closed eyes and try to find the statue whose mathematical properties are told to

creative drama and group learning

question answer technique at the end of the activity in the circle 

How was the activity?  Which role was more fun?

Creative drama and group learning

question answer technique at the end of the activity in the circle 

How was the activity?  Which role was more fun? 

How did you find the sculptures that were told to you with your eyes closed?

him. After the statue is found, the roles are changed and the activity is repeated.

20 3 Increase curiosity: Paper and pencil are given to each student.

 They draw a three dimensional quadrilateral shape that exists in the sculpture described in the previous activity on papers.  Then the students draw the nets of the figure they drew.  The drawings are examined and compared among the students. Similar properties of shapes are determined.

15 4 Evaluation: students prepare their tablets or phones. they have the QR code shown to them read through their tablets or phones. The questions prepared in the learning apps application are solved.

Home Learning/Homework

Creative drama and group learning

question answer technique at the end of the activity in the circle.  How was the activity?  Do you know the names of the shapes used in the sculptures and drawn by you?  What are the properties of prisms?  How are they named?

Papers and pens

Web0.2 applications Application results are analyzed and interpreted.

They create sculptures from cardboard paper using only right prisms.

Tablets , phone.

1. Evaluation 2. Evaluation

2 LESSON EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

Geometric shapes Maths

Evaluator

A math

teacher

Evaluation

Pupil Learning & Progression

Students' homework is checked and evaluated. The learning status of the students is determined by the evaluation activity in the computer application(Learnings apps).

Students solve the questions on the worksheets given at the end of the lessons.

Teaching & Classroom Management

Teaching in a different place (in a museum) outside of the classroom attracts the attention of students. The sculptures on Mount Nemrut make the subject more concrete. The activities in the museum make the lesson fun. As a result, an increase in the level of permanent learning is provided.

Planning & Subject Knowledge

How could you further develop pedagogy to address errors and misconceptions in your planning?

Taking the lesson with an observant mathematics teacher makes it easier to detect errors and mistakes. Because during the lesson taught in the open museum, some situations may escape the attention of the practicing teacher.

How could you develop imaginative and creative approaches to further match individual needs and interests?

Student suggestions made during the mid term and final evaluations during the activities can offer new creative ideas. These suggestions often give information about the learning areas of the students. Using the applicable ones will increase the students' sense of being involved in the lesson.

Next Steps in Learning

Recognizes the right pyramid, determines its basic elements and draws its nets.

1 LESSON PLAN

Lesson Topic

SILK ROUTE AND SPICE ROUTE ROUTES SHAPING CIVILIZATION ANCIENT ROUTES

Subject Class Curriculum Links

Social Sciences 6th Grade SB.6.2.5. Explains the ancient routes’ relevance to political, cultural and economic relation

Context

Links with previews lesson(s)

Links with future lesson(s)

Value: Sense of cultural heritance

Abilities: Understanding timeline and chronology by researching historic places

Cross curricular links before the lesson

Cross curricular links after the lesson

Learns about the social life in caravanserais.

Understands the timeline and chronology by researching the historical place

Learning Objective:

Historic Silk Route and taken actions on actiavation of it will be mentioned. The historical Silk Route has been one of the most significant roads in history, starting from China and passing through Central Asia and Anatolia, then extending to Europe. For centuries traders on the Silk Route traded wit large caravans and made economic profits. Traders paid taxes to states that own territories which Silk Route passed through. Besides that these traders traded with locals of places Silk Route passed through and contributed to their economy.Not just traders, countries,cities,even villages on the way made tremendous profit by Silk Route. Silk Route attracted lots of states and caused wars between them. States dominating this route have gained political and economic power. However, due to longtime wars and safety problems caused by these wars, trading activities decreased because of that. For this reason dominant

They will learn history by living it.

Pre Lesson Preparation ICT Resources

We need tablets, smartphone, desktop computer, white board, learning apps for this lesson. We need costumes for reenactments

Prior Learning / Assessment to

By the end of this lesson students are able to : Accommodation and accommodation places on trade routes(Caravanserai) It is the route that people constantly use to trade.(Trade route) Helpfulness(benevolence) community to act together in goodness and help(, culture of solidarity) Students identify these words.

LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES

Time Link to Learning Outcome number

Teacher

Activity Learner Activity

Assessment Strategies Resources e.g. TEL, Other Adults, Materials and Equipment

20 min 1 While teaching, asking simple or difficult questions according to the students level.

Want them asking simple or difficult questions according to the students level.

10 min 2 The game predetermines the rules.

10 min 3 Photography technique prepares student directions

20 min 4 Prepares role distribution cards for groups.

Expression, question answer, brainstorming, researching, using drama method for discussion education

Evaluation is done using the Canva tool. Oral evaluations will also be taken from the students.

Tablet or computer

Warm up games are played. Shop floor game Chalk

Photo Technique is applied

Students who receive their role cards work on the animations.

20 min 5 students sit in a circle and evaluate, express their personal opinions

Home Learning/Homework

Animations are presented. Costumes

Apart from this lesson, save and share an information or picture about trade caravanserais with your friends.

2L

ESSON

EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

SILK ROUTE AND SPICE ROUTE ROUTES SHAPING CIVILIZATION ANCIENT ROUTES Social Sciences

Evaluator

An social sciences teacher.

Evaluation

Pupil Learning & Progress

Except for the students at the lowest level of the group, they understood the importance of the caravanserais on the trade routes How do you and your pupils know they have ALL made rapid progress?

Their willingness in drama activities on the subject and their willingness to do the homework given. Also, their willingness to share their knowledge with their friends.

Teaching & Classroom Management

Each student has reached the level of expressing more or less their own knowledge about the subject.

Planning & Subject Knowledge

Before the drama method is applied, activities that will enable students to bond with each other can be planned. Groups that do not know each other very well cannot express themselves comfortably.

Next Steps in Learning

They can visit another historical place with the application of the drama method.

1LESSON PLAN

Lesson Topic

Simple Past Tense

Subject Class Curriculum Links

English 12 Students will be able to make sentences about Simple Past Tense

Context

Links with previews lesson(s)

Links with future lesson(s)

Students make sentences about Simple Present Tense and transform the sentences into Past Simple

Students are able to talk about auto biografies, completed actions or preferences.

Cross curricular links before the lesson

Students talk about past events and experiences

Cross curricular links after the lesson

Students recognize specific information in oral texts dealing with past events and dates.

Learning Objective:

To learn how to make sentences with Simple past Tense

To learn how to tell stories about ancient times

To describe habits and intentions.

Learning Outcomes:

By the end of this lesson students will be able to make sentences with Simple past Tense,tell the stories about ancient times and introduce a historical figure or place and describe habits and intentions.

Pre Lesson Preparation

Before the lesson, it was demanded to make research about Arslantepe Mound from the students.

Pre test on Simple Past Tense were distributed to them.

A trip to Arslantepe Mound was organized and the lesson was processed there.

ICT Resources

Interactive boards,tablets or smartphones

https://learningapps.org/view18059736

Prior Learning / Assessment to inform planning

Students were informed about the grammar topic, this ancient place and trip by the teacher

Key Vocabulary

Simple Past Tense, describing a historical figure, Arslantepe Mound

Key

introduce a historical figure or place

15 min 2 To learn how to tell stories about ancient times.

according to the students level. Want them asking simple or difficult questions according to the students level.

Pointing the ancient tools and deman ding the students to say the names of them (for low levels)

Using Realias Brochures

10 min 3 To describe habits and intentions.

Communicative Approach

Suggesto pedia Pair Work

some assessment tools were used according the student’s level. Testing

Home Learning/Homework

Students are going to write an imaginary story about Arslantepe.

2 LESSON EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

Simple Past Tense English

Evaluator

An English teacher

Evaluation

Pupil Learning & Progression

Almost all the students except from the lowest level of the classroom can make sentences about Simple Past Tense and Arslantepe. Theyshowed this bytelling stories and preparing dialogues.

Although they couldn’t talk about the past events before the lesson, they can use some grammatically true sentences now.

Teaching & Classroom Management

Students showed their pleasure about the topic and the trip. Usual teaching learning environments,such as classrooms, are dull and monotonous according to students. So, changing the learning environments made students focus the topic.

Plan How could you further develop pedagogy to address errors and misconceptions in your planning?

Sometimes teachers recognize their faults during the lesson but most of the times they cannot. When another eye observes the lesson and processing ,he/she can detect easily.

Another way is that the teacher should rethink the lesson after school. And he/she should prepare easier activities for the low level students in class.

How could you develop imaginative and creative approaches to further match individual needs and interesting & Subject Knowledge

Translation,writing paragraph or preparing a long dialogue can be difficult for all students. But,the teacher can distribute some basic and easy topics for low level students and restrict

Erasmus+ project

with only e few sentences. Sometimes,writing only one sentence can cause a student to develop his or her creativity.

Next Steps in Learning

Students are going to attend to the lessons actively if they don’t get bored and the activities are enjoyful.

1LESSON PLAN

Lesson Topic

Used To Subject Class Curriculum Links

English 12 Students will be able to make sentences about ‘used to’

Context

Links with previews lesson(s)

Links with future lesson(s)

Students transform the daily routines sentences into ‘Used to’ sentences.

Students are able to talk about biografies and describe habits and intentions.

Cross curricular links before the lesson

Students talk about past events and experiences.

Cross curricular links after the lesson

Students recognize specific information in oral texts dealing with past events,dates and habits.

Learning Objective:

To make difference between Simple Past Tense and ‘Used to’

To learn how to talk about changing situations

To describe habits and intentions.

Learning Outcomes: *

By the end of this lesson students will be able to:

recognize the Simple Past Tense and ‘Used to’,

project

learn how to talk about changing situations

describe habits and intentions.

Pre Lesson Preparation

Before the lesson, it was demanded to make research about Arslantepe Mound from the students.

Pre test on ‘Used To’ were distributed to them.

A trip to Arslantepe Mound was organized and the lesson was processed there.

ICT Resources

Interactive boards, tablets or smartphones

https://learningapps.org/view17685349

Prior Learning / Assessment to inform planning

Students were informed about the grammar topic, ,vocabularies about world heritages,this ancient place and trip by the teacher

Key Vocabulary

Used to, describing a historical figure, Arslantepe Mound, vocabularies about world heritages Key competences development:

By the end of this lesson students are able to :

make difference between Simple Past Tense and ‘Used to’ ,

learn how to talk about changing situations,

describe habits and intentions.

Erasmus+ project

15 min

1 To learn how to make sentences with Used to and vocabularies about world heritages

While teaching, asking simple or difficult vocabularies according to the students level.

Want them asking simple or difficult questions according to the students level.

Personaliz ation

Interactive boards,tablets or smartphones

https://learningapps.org/vie w17685349

Worksheets Brochures

15 min 2 To describe habits and intentions.

Make sentences about their habits and childhood (for low levels)

Make sentences about Arslantepe Kingdom and ancient lives.

Communi cative Approach

10 min 3 To learn how to talk about changing situations,

Suggestopedia Pair Work

Some assessmen t tools were used according the student’s level. Testing

Home Learning/Homework

Students are going to prepare dialogues about social/cultural life and religious rituals of Arslantepe.

2LESSON EVALUATION

Evaluator

An English teacher Evaluation

Pupil Learning & Progression

Almost all the students except from the lowest level of the classroom can make sentences about Used to and Arslantepe. They showed this by telling stories and preparing dialogues.

Although they couldn’t talk about the past events and past habits before the lesson, they can use some grammatically true sentences now.

Teaching & Classroom Management

When we processed the lesson out of the school, I didn’t have any problems about classroom management. On the contrary,I think such problems are mostly appeared at classrooms. Because the students get bored after some time. But out of the classrooms, the students are more relaxed and eager to learn.

Plan How could you further develop pedagogy to address errors and misconceptions in your planning?

When another English teacher observes the class, he/she recognizes the shortcomings easily. Another way to address errors is demanding feedback from the students. Moreover, during the lesson,it is undertood whether it is a productive lesson or not.

How could you develop imaginative and creative approaches to further match individual needs and interesting & Subject Knowledge

The students aren’t at the same level. Therefore,I charge them different tasks according to their level. The students can understand the basic level sentences. They can translate the sentences. But some of the students can write a qualified paragraph. So, they can write a paragraph or dialogue about the topic.

Next Steps in Learning

Students are going to think positively towards the English lesson. Most of them are going to attend to the lesson more than before.

1 LESSON PLAN

Lesson Topic

Geometric shapes/Right Cone

Subject Class Curriculum Links

Maths 13 14 Recognizes the right cone, determines its basic elements, constructs and draws its nets.

Context

Links with previews lesson(s)

Links with future lesson(s)

Defines the basic elements of a right circular cylinder, constructs and draws its nets.

Calculates the area and volume relations of right cone.

Cross curricular links before the lesson

Designs a product using graphic design elements and principles.

Cross curricular links after the lesson

Designs a product using engineering design processes.

Learning Objective:

Students recognizes the right cone, determines its basic elements, constructs and draws its nets. We will go to the museum on the top of Mount Nemrut. We will play games where we will look for the right cone in the sculptures. In this way, we will explore and evaluate the basic elements of the right cone in sculptures.

Learning Outcomes:

By the end of this lesson students will be able to recognize the right cone, determines its basic elements, constructs and draws its nets.

Pre Lesson Preparation ICT Resources

Erasmus+ project

A trip to Mount Nemrut was organized beforehand. Afterwards, lesson activities suitable for the museum were prepared for the students. Evaluation activities were prepared in the learning aps application.

Prior Learning / Assessment to inform planning

we will need for this lesson tablets, smartphone, desktop computer, white board, learning apps

In the previous topic, students were able to draw a right circular cylinder, constructs and draws its nets. Firstly, this will support to students to draw nets of cone easily. And then it will provide for them to construct their three dimensional images.

Key Vocabulary

Right cone, nets of shapes, draw right cone

Key competences development:

By the end of this lesson students will develop the following key competences ….

Three dimensional thinking

Three dimensional design

Design with technology

LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES

5 min 1

Beginning: students gather in a circle in a suitable part of the museum. General information about the museum and its importance are discussed. Then the activities begin

10 min 2 Sculpture game (ice breaker activity): A music pops up. While the students are in the shape of a circle, the cone shaped hat is worn on the student's head on one side. This is how it is circulated in the circle. Whoever stays in their head when the music stops is out of the game. The last person standing wins the game.

creative drama and group learning

question answer technique at the end of the activity in the circle. 

How was the activity?  Do you know the name of the shape of the hat?

paper cone hat

15 3

Arouse interest in the lesson: In this activity, students form pairs. In this activity, it is obligatory to choose a sculpture with a cone hat. First, someone closes their eyes. The other walks him and brings him in front of a sculpture. The open eyed student tries to explain the mathematical properties of the cone hat sculpture to the other. Then the students go back to where they started. Student can open his eyes with closed eyes and try to find the statue whose mathematical properties are told to him. After the sculpture is found, the roles are changed and the activity is repeated.

Creative drama and group learning

question answer technique at the end of the activity in the circle.  How was the activity?  Which role was more fun?  How did you find the sculptures that were told to you with your eyes closed?

20 3

Increase curiosity: Paper and pencil are given to each student.

 The cone hat existing in the sculpture described in the previous activity is

Creative drama and group learning

question answer technique at the end of the activity in the circle. 

How was the activity?  What are the properties of cone?

drawn on the papers.

 Then the students draw the nets of the figure they drew. The drawings are examined and compared among the students. Similar properties of shapes are determined.

15 4 Evaluation: students prepare their tablets or phones. they have the QR code shown to them read through their tablets or phones. The questions prepared in the learning apps application are solved.

Home Learning/Homework

Web0.2 applications Application results are analyzed and interpreted.

1.EVALUATION 2. EVALUATION

They create sculptures from cardboard paper using right cone.

2 LESSON EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

Geometric shapes Maths

Evaluator

A math teacher

Evaluation

Pupil Learning & Progression

Students' homework is checked and evaluated. The learningstatus of the students is determined by the evaluation activity in the computer application (Learnings apps).

Students solve the questions on the worksheets given at the end of the lessons.

Teaching & Classroom Management

Teaching in a different place (in a museum) outside of the classroom attracts the attention of students. The sculptures on Mount Nemrut make the subject more concrete. The activities in the museum make the lesson fun. As a result, an increase in the level of permanent learning is provided.

Planning & Subject Knowledge

How could you further develop pedagogy to address errors and misconceptions in your planning?

Taking the lesson with an observant mathematics teacher makes it easier to detect errors and mistakes. Because during the lesson taught in the open museum, some situations may escape the attention of the practicing teacher. How could you develop imaginative and creative approaches to further match individual needs and interests?

Student suggestions made during the mid term and final evaluations during the activities can offer new creative ideas. These suggestions often give information about the learning areas of the students. Using the applicable ones will increase the students' sense of being involved in the lesson.

Next Steps in Learning

Recognizes the right cone, determines its basic elements, constructs and draws its nets.

1LESSON PLAN

Lesson Topic

Chemical elements and their properties

Subject Class Curriculum Links

Chemistry 10th grade https://www.esos.gr/sites/default/files/articles legacy/xhmeia_0.pdf

Context

Links with previews lesson(s)

Links with future lesson(s)

Characteristics and components of the atomic structure

Elements and the periodic table

Cross curricular links before the lesson

Physics: materials in nature

Cross curricular links after the lesson

Possible interesting follow up project: “Chemical elements and nutritional values” The linked subjects are biology, chemistry and home economics.

Learning Objective:

Students’ familiarisation with the chemical elements in their environment.

Learning Outcomes:

By the end of this lesson students will be able to

1. identify, spell and list the properties of the ninety eight natural chemical elements from the periodic table.

2. formulate the law of periodicity and based on it to interpret the ranking of the elements in the periodic table.

3. Describe the modern form of the periodic table.

Pre Lesson Preparation

During the preparation of the lesson, the teacher locates in digital form an old and a new periodic table as well as a related video. He/shedownloads themtoaUSBdevice,in casethereis aproblem with the internet connection. The teacher must also prepare digital cards in jpg format with the first 20 chemical elements of the periodic table.

Available resources: https://old.ptable.com/ https://www.webelements.com/

ICT Resources

Hardware equipment needed for this lesson (projector, smartphones, iPad, computer, white board).

Software and Apps (coggle.it, eclass, e me online education platform: Image Sequencing application, matching exercise in learning apps)

Prior Learning / Assessment to inform planning

The chemistry course is a very interesting subject and very useful for the students’ everyday life. In Greece, teachers who teach chemistry have at their disposal minimal resources which are mainly limited to the chemistry laboratory and some conventional maps with the periodic table of elements. The students seem to be bored, so in order to make the lesson more attractive we decided to use an interactive activity in the environment which is in the form of a game. So we decided to use the geolocation technique.

Key Vocabulary

periodic table, chemical elements, periodicity, chemical elements’ properties

Key competences development:

By the end of this lesson students will develop the following key competences:

● Identify the symbols of the chemical elements of the periodic table.

● Understand the chemical behaviour of elements.

● learn to learn strategies

LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES

Time Link to Learning Outcome number

Teacher Activity

Objectives & Outcomes, Teaching Activities, Revisiting Outcomes & Consolidation

Learner Activity

Identify the techniques used to differentiate for ALL Learners

Assessment Strategies Used to Ensure Progress of All Learners

Resources e.g. TEL, Other Adults, Materials and Equipment

20 minutes

1 The teacher posts in the online classroom an activity where students must put in order the pictures with the first 20 chemical elements of the periodic table. He asks the students to divide into pairs and place the pictures in ascending atomic number and forming vertical columns with elements that have similar chemical behavior.

25 minutes

1 The teacher asks the students to open the picture of the periodic table posted in the e class and asks them to note the similarities and differences between the periodic table and the one they made during the previous activity with the first 20 elements.

Students form pairs and connect in their online classroom. They enter the teaching unit about chemical elements and carry out a put in order activity, placing the pictures of chemical elements of the periodic table in ascending atomic number forming vertical columns with them according to their chemical behavior.

The students open the file with the image of the periodic table which is posted in the eclass and compare it with the table they created during the previous activity. Specifically, they note the similarities and differences

The teacher downloads the results from the registered answers of the groups and identifies the points where the students have made the most mistakes.

e-class, Internet connexion, free online applications for the creation of online interactive exercises, educational platform e me content

The students, through their reflection in their attempt to explain the discrepancies and similarities between the two tables, are already doing their self evaluation.

eclass, jpg image of the periodic table

Then he asks each group to present the convergences and divergences they found between their table and the periodic table and to explain them.

90 minutes 2 The teacher asks the students to connect to : http://www.ptable. com/ and discusses with the students’ pairs the following topics:

1) What do the colours of the items on the periodic table serve?

2) Which elements are called metals and which nonmetals?;

3) What are the names of the vertical columns and the horizontal rows of the periodic table?

4) Why do elements in the same column have similar chemical properties?

5) Why do elements in the same series have

between the two tables and then present them to the plenary of the class, explaining why.

Students connect to : http://www.ptabl e.com/ and get involved in a guided by the teacher discussion concerning the following topics:

1) What do the colours of the items on the periodic table serve?

2) Which elements are called metals and which non metals?;

3) What are the names of the vertical columns and the horizontal rows of the periodic table?

4) Why do elements in the same column have similar

The teacher asks each student to choose a chemical element and justify its place in the periodic table. By this way, students develop metacognitive reflexion, as they should explain their choice.

The white board

different chemical properties? chemical properties?

5) Why do elements in the same series have different chemical properties?

45 minutes 3 The teacher creates a conceptual map where the combinations between chemistry concepts related to chemical elements are illustrated with numbered lines. After dividing the class into groups of 3, he distributes the map to them and at the same time gives them corresponding numbered sentences that express the connections between the concepts and asks the groups to match each sentence with a unique connection number.

2 hours 1, 2, 3 the teacher prepares an instruction sheet, riddles concerning the parts of the periodic table, and answer cards. Then

Students are divided into groups of 3. They get a concept map where they should match to each connective line the description of the connections between the joint concepts concerning the periodic table.

At the end of the activity, the teacher announces the correct answers.

coggle.it, a worksheet with a table to complete by matching the numbers of the connective lines with the description of their connection.

Students are divided into 4 groups. They are given the geographical coordinates of 4 spots scattered in

Students collaborate and evaluate their knowledge within their peer learning

https://www.ca nva.com/desig n/DAFBH8Ys rU/_d9NM2Wp PKFA940gwm ONXg/watch? utm_content= DAFBH8Ys rU&utm_camp

he hides the riddles in specific spots of the neighbouring park. He distributes the instruction sheets together with the coordinates and asks the students to find all riddles, solves them by writing the correct answers on the answer cards and bring them back to him within two hours approximately.

Home Learning/Homework

the neighbouring park. Each spot has a hidden container with riddles to solve. Students use GPS to find the spot, solve the riddles and return to the teacher with all the parts of the game.

and cooperation. aign=designsh are&utm_medi um=link2&utm _source=share button

The teacher asks students to study their notes very carefully. All activities take place at school.

2LESSON EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

Chemical elements Chemistry

Evaluator

The teacher together with the students.

Evaluation

Pupil Learning & Progression

The majority of students make progress, as the activities are coherent and lead to the goal in gradual steps. The teacher studies the results as recorded by the eclass, as well as the notes that the students take in relation to their answers during the activities.

How do you and your pupils know they have ALL made rapid progress?

By assessing the quality of responses.

Teaching & Classroom Management

How has your planning and teaching ensured positive behaviours, highly conducive to learning?

In order to ensure an interesting and effective lesson, we have provided for the use of different teachingtechniques, teaching resources and strategies. Duringthe activities we combine digital resources with conventional ones, pair work with plenary work.

Planning & Subject Knowledge

How could you further develop pedagogy to address errors and misconceptions in your planning?

How could you develop imaginative and creative approaches to further match individual needs and interests?

We can have group discussions with the students and have them submit their suggestions to us, but also ask other colleagues to observe our lesson and have a reflective discussion with them as well.

Next Steps in Learning

We could use this knowledge in the context of a project about healthy nutrition in adolescence. Many of the nutrients necessary for physical and mental development are found in the periodic table. The time has come, then, to discover their usefulness in relation to our health!

1LESSON PLAN

Lesson Topic

The Bourgeois Gentleman (Molière)

Subject Class Curriculum Links

Classic Literature 10th grade http://ebooks.edu.gr/ebooks/v/html/8547/2700/Keimena Neoellinikis Logotechnias_A Lykeiou_html empl/indexF5.html

Context

Links with previews lesson(s)

Links with future lesson(s)

The definition of comedy according to Aristotle.

Prepare the theatrical play The Bourgeois Gentleman within the French language course for the end of the school year.

Cross curricular links before the lesson

Linked teaching subjects and units:

Ancient Greek Literature The characteristics of comedy in ancient Greece.

Modern Greek Chapter II The varieties of the language, registers of language.

Cross curricular links after the lesson

Civil education, Chapter 6 Social control.

Learning Objective:

(What are the pupils in the room to learn? make this an

open, non task based

statement)

Students are going to reflect and express their opinion about the importance of education, upbringing, origin and financial standing in the social status of a person. Students having already studied the ancient Greek comedies, will get acquainted with the comedies of the French theatre of the 17th century. They will be sensitised to the issues they deal with, and will compare them with those that concern modern society.

Learning Outcomes:

By the end of this lesson students will be able to:

1. Express themselves about social issues 2. Compare social issues within time 3. Understand the plot of a theatrical play 4. Describe the theatrical character 5. Combine different resources to get to a theatrical play’s meaning 6. Rewrite a theatrical scene

Pre Lesson Preparation

The teacher finds the texts and sources that he will combine with thetext ofthetextbook. Hesearches forinformationon theinternet and at the same time explores the school library for posters or a literary book with this play.

Prior Learning / Assessment to inform planning

ICT Resources

laptop, projector, smartphones, whiteboard, youtube, google images, coggle.it, meetingwords.com

Molière's comedies have a great impact on the public, especially during the summer season at various festivals in Greece, where the local theatres are filled with families and young children. According to the curriculum of the 10th grade, in the textbook of the subject of literature there is a chapter devoted to foreign language literature, proposing texts of various literary genres from various countries such as France, Spain and the United Kingdom. It is an opportunity through this course for teenagers to become familiar with this genre through modern teaching tools and techniques and especially through the use of technology.

French classical comedy, critical thinking, scene rewriting

Time Link to Learning Outcome number

45 min 3

Teacher Activity

Objectives & Outcomes, Teaching Activities, Revisiting Outcomes & Consolidation

The teacher shows two posters from a performance of this play in Greece. This first activity consists of a discussion with the whole class on the content of the posters. The teacher leads the discussion according to the following questions: what type of text is it? Who is it for? What information does it give us? What else do we know about its contents? The teacher creates a concept map based on the students' answers on coggle.it

Learner Activity

Identify the techniques used to differentiate for ALL Learners

The students carefully observe the posters shown by the teacher and answer the questions, according to their knowledge and experiences.

Assessment Strategies Used to Ensure Progress of All Learners

Students reflect on their thoughts or answers by comparing them to their classmates’.

Resources e.g. TEL, Other Adults, Materials and Equipment

https://ermis news.gr/o politistikos syllogos skoulikadou o erotokritos parousiazei tin parastasi archontocho riatis/ https://www. politischios. gr/politismo s/o arhontohoria tis tou molierou paei nenita

45 min 4, 5

The teacher asks the students to carefully read the text with the excerpt from scene 12 of "The Bourgeois Gentleman". He

The students carefully read from their book the excerpt from the play "The Bourgeois Gentleman". Then, in groups

The teacher creates a matching exercise in learningapps. Students should match the thoughts and

https://www. youtube.com /watch?v=U Soewlunvyc &t=451s learningapps , coggle.it

45 min 1, 2

then shows them screenshots of the corresponding scene from the play performance by a Greek troupe and asks them to break into groups of three and identify the characters from the scene they read with those depicted in the screenshots and justify their answer. He also asks them to guess the dialogue between the characters according to the text of the book. Then, the teacher asks them to remain in groups and create a concept map for the character of their choice and present it.

The teacher asks the students to carefully watch a reportage on a modern version of the play in Greece. He asks them to note down their remarks and observations about various

of three, they carefully observe the screenshots from the play performance of a Greek troupe and try to identify the dialogues and the characters, justifying their answer. Then, they connect to coogle.it and create a concept map with the characteristics of the character of their choice and present it.

attitudes shown with the correct character of the play. The feedback is immediate, while at the same time students are exposed to topics and thoughts that they will work on during the next activity.

Students carefully watch a reportage on a modern version of the play in Greece. They note their remarks and observations individually about various social issues they identify in the

Students reflect on their answers by listening to the others. There is also the intragroup evaluation during the preparation of the presentation.

https://www. youtube.com /watch?v=G V5ZTO 9Wik

social issues they identify in the characters' behaviours. Then, the teacher asks the groups to focus particularly on similarities and differences regarding the perceptions and attitudes of the characters of the 17th century play and those in the modern version. Is it possible to find this kind of mentality nowadays? And what do you think plays a role in forming such perceptions?

Home Learning/Homework

characters' behaviours. Focusing on similarities and differences regarding the perceptions and attitudes of the characters of the 17th century play and those in the modern version, they work in groups of three and present their views in plenary.

Students consult on their notes from the discussion during the last activity and work into pairs, in order to rewrite that particular excerpt of the play. The teacher recommends to use meetingwords, a free online tool for collaborative writing.

2LESSON EVALUATION

What was successful / not so successful? What was the impact of this on student progress?

Lesson Topic Subject

The Bourgeois Gentleman Literature

Evaluator

The teacher together with the students.

Evaluation

The majority of students make progress, as the activities are based on teamwork and present a progressive difficulty. Activities do not demand any specific knowledge, just the critical spirit of the students.

How do you and your pupils know they have ALL made rapid progress?

By assessing the quality of responses.

Teaching & Classroom Management

How has your planning and teaching ensured positive behaviours, highly conducive to learning?

In order to ensure an interesting and effective lesson, we have provided for the use of different teaching techniques and resources. During the activities we combine digital resources with conventional ones, pairworkwith plenarywork.Wealso takecareabout students’participation by asking them to share their opinion and thoughts. Thus, we ensure the involvement of the whole class.

Planning & Subject Knowledge

How could you further develop pedagogy to address errors and misconceptions in your planning?

How could you develop imaginative and creative approaches to further match individual needs and interests?

We could hold group discussions with the students and have them submit their suggestions to us, and also ask other colleagues to observe the lesson and have a reflective discussion with them as well.

Erasmus+ project

Next Steps in Learning

Prepare the theatrical play within the French language course for the end of the school year.

1 LESSON PLAN

Lesson Topic

The parts of the ancient drama

Subject Class Curriculum Links

Ancient Greek literature 11th http://ebooks.edu.gr/ebooks/v/html/8547/2746/Antigoni Per ikleous Epitafios_B Lykeiou_html empl/indexa_03.html

Context

Links with previews lesson(s) The origins of ancient drama The structure of the ancient tragedy (prologue episodes exοdus)

Links with future lesson(s) Three great tragic poets : Aeschylus, Sophocles, Euripides

Cross curricular links before the lesson

Athenian democracy, ancient Greek religion Ancient Greek poetry, mythology

Theatre Architecture : The learning object gives the students the opportunity to acquaint themselves with the architectural parts of the ancient Greek theatre through an interdisciplinary view, both theatrical and architectural . Learning

Objective: Students

Erasmus+ project

1. Acquire a specific knowledge about the structure of the ancient Greek theatre.

2. Understand the functionality of each of the parts of the ancient theatre.

3. Understand the connection between the ancient and the modern theatre.

Pre Lesson Preparation ICT Resources

Τhe teacher gathers material concerning the ancient Greek theatre.

desktop computer, video projector white board, smartphones, GPS

Prior Learning / Assessment to inform planning

The study of Ancient Greek Literature is not one of the students' favourite subjects. One possible explanation is that the teaching techniques used by the teachers are quite traditional. It is not enough to simply watch an ancient tragedy or a related video, but the activities should sharpen students' critical thinking interactive activities. In this way, theycan combine the knowledge they already possess with the new one, and, thus, learning becomes even more pleasant and easy.

Key Vocabulary

Ancient theatre, ancient Greece, architectural parts of the theatre, drama

Key competences development:

By the end of this lesson students will develop the following key competences …. Team working, cooperation problem solving, critical thinking ability to orient via gps

LESSON STRUCTURE & DETAILED PLAN OF ACTIVITIES

Identify the techniques used to differentiate for ALL Learners

Assessment Strategies Used to Ensure Progress of All Learners

Resources e.g. TEL, Other Adults, Materials and Equipment

45 minute s

1, 2

The teacher announces to the students that he will show them two short excerpts from ancient theatre performances. He asks the students during the viewing

Students watch two short excerpts from ancient Greek theatre performances. During the viewing they should note

The teacher makes sure that all students take the floor and state their point of view. Only in this way will he and the students understand their

http://w ww.yout ube.com /watch? v=_hX1 LhFz4g w

45 minute s

to note the things they already know from history and mythology, and to focus on the parts of the ancient theatre. He also asks them to note down what impresses them, in order to discuss all these with the whole class after viewing the videos.The discussion is about the existing knowledge of the students about the birth of the ancient Greek theatre, about its genres as well as about the dramatists known to the students and their works. the teacher makes use of the students' previous knowledge and experiences, turning the lesson into a part of their lives.

down the things they already know from history and mythology, and focus on the parts of the ancient theatre. They should also note down the things that impress them. After the viewing each student discusses in the plenary the things he/she wants to share, according to his/her experience, impressions, or previous knowledge.

learning readiness.

1,2

The teacher forms 4 groups, in order to get students to collect information about the ancient theatre. Each group has been assigned to explore a different aspect of theatre.

The 1st group collects information about the structure of the ancient theatre and the function of each part. The 2nd group collects information about the contributors of an ancient performance.

The teacher makes sure that all students take the floor and state their point of view. Only in this way will he and the students understand their learning readiness.

The school library, the ICT classroo m

2 hours 1, 2, 3

The teacher divides the students into 4 groups. He gives each group the geographical coordinates of the 4 spots scattered in the neighbouring park.

In the classroom: The teacher takes the containers and reads the answers. He gives one point to each group with a correct answer.

The 3rd group collects information about the objects of an ancient performance. The 4th group collects information on the most important ancient Greek theatres.

Each group reads his riddle to the other groups. Each group writes down the answers and gives it to the teacher.

Every group gets a point for every correct answer. The group that collects the most of the points is the winner.

Teacher evaluates the quality and correctness of the answers. Students collaborate and evaluate their knowledge within their peer learning and cooperation.

https://w ww.canv a.com/de sign/DAF BH8Ys r U/_d9NM 2WpPKF A940gw mONXg/ watch?ut m_conte nt=DAFB H8Ys rU &utm_ca mpaign= designsh are&utm _medium =link2&ut m_sourc e=shareb utton

Home Learning/Homework

(to enhance prior, existing or potential knowledge and skills)

The teacher asks students to study their notes very carefully. All activities take place at school.

2LESSON EVALUATION

What was successful/not so successful? What was the impact of this on student progress?

Lesson Topic Subject

The parts of the ancient theatre

Ancient Greek literature Evaluator

The teacher together with the students.

Evaluation

Pupil Learning & Progression

Did all the pupils achieve the intended learning outcome? (How do you know?)

The majority of students make progress, as the activities are coherent and lead to the goal in gradual steps. The teacher studies the results as recorded by the eclass, as well as the notes that the students take in relation to their answers during the activities.

How do you and your pupils know they have ALL made rapid progress?

By assessing the quality of responses.

Teaching & Classroom Management

How has your planning and teaching ensured positive behaviours, highly conducive to learning?

In order to ensure an interesting and effective lesson, we have provided for the use of different teaching techniques, teaching resources and strategies. During the activities we combine digital resources with conventional ones, pair work with plenary work.

Planning & Subject Knowledge

How could you further develop pedagogy to address errors and misconceptions in your planning?

How could you develop imaginative and creative approaches to further match individual needs and interests?

We can have group discussions with the students and have them submit their suggestions to us, but also ask other colleagues to observe our lesson and have a reflective discussion with them as well.

Next Steps in Learning

Building a model of an ancient theatre and rewriting and dramatising a scene from a well known ancient Greek comedy or tragedy.

This project has been funded with support from the Europen Commission. This publication reflects the views only of the autor, and the Commission cannot be responcible for any use which may be made of the information contained therein.