1 Subject: eDictionary of proverbs Age of the students: 13-14 years old Study discipline: Mother tongue Lesson title: Street survey Topics: Mother tongue, Civic education, Math, ICT Description of activity: This is a lesson according to Romanian National Curriculum, but it can be adapted to any European Curriculum. This lesson uses an inductive strategy. It begins with a picture related with a proverb, then teacher familiarize pupils with a typology of items. Pupils choose the most suitable type of questions that will be included in the street survey. Then teacher demonstrate the steps to be followed in creation of the survey. The pupils are helped to build the survey, which is the product of this lesson. The main extensions of this lesson will be: an applied street survey (target: 100 inhabitants); a Top 10 of the most known proverbs, traditional sayings and popular expressions; a published article in the City Newsletter; a movie posted on YouTube channel. Aims of the activity: Through an interdisciplinary approach, pupils will: - develop the competency of formulate and ask questions, in order to create a (street) survey (Mother tongue curriculum); - develop the competency of explaining the significance of figures of speech (hyperbole, metaphor, allegory) - develop the competency of explaining the meaning of a message (Mother tongue curriculum); - develop the civic and social competencies (Civic education curriculum); - develop the competency of centralizing and interpreting the results of a survey (Math curriculum); - develop the creative competency of producing short nonliterary texts: newspaper article (Mother tongue curriculum); - develop the digital skills of using Microsoft office in order to techno-edit a word document (ICT curriculum). European Classroom
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European Classroom · Realizarea unui pliant cu top 10 proverbe și zicători 8. Distribuirea pliantului în rândul copiilor și al tinerilor, pentru conștientizarea rădăcinilor
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Subject: eDictionary of proverbs
Age of the students: 13-14 years old
Study discipline: Mother tongue
Lesson title: Street survey
Topics: Mother tongue, Civic education, Math, ICT
Description of activity:
This is a lesson according to Romanian National Curriculum, but it can be adapted to any European Curriculum.
This lesson uses an inductive strategy. It begins with a picture related with a proverb, then teacher familiarize pupils with a typology of items. Pupils
choose the most suitable type of questions that will be included in the street survey. Then teacher demonstrate the steps to be followed in creation of the
survey. The pupils are helped to build the survey, which is the product of this lesson. The main extensions of this lesson will be: an applied street survey
(target: 100 inhabitants); a Top 10 of the most known proverbs, traditional sayings and popular expressions; a published article in the City Newsletter; a
movie posted on YouTube channel.
Aims of the activity:
Through an interdisciplinary approach, pupils will:
- develop the competency of formulate and ask questions, in order to create a (street) survey (Mother tongue curriculum);
- develop the competency of explaining the significance of figures of speech (hyperbole, metaphor, allegory)
- develop the competency of explaining the meaning of a message (Mother tongue curriculum);
- develop the civic and social competencies (Civic education curriculum);
- develop the competency of centralizing and interpreting the results of a survey (Math curriculum);
- develop the creative competency of producing short nonliterary texts: newspaper article (Mother tongue curriculum);
- develop the digital skills of using Microsoft office in order to techno-edit a word document (ICT curriculum).
European Classroom
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Time Phase / Aims Planned course of action Media / resources Method of teaching Comments
5 minutes
Introduction
* Teacher displays an image and invites pupils to find a proverb that switches to this image. * Pupils could find the proverb “Knowledge is power”. * Teacher announce that the aim of lesson is to create a survey about proverbs in order to identify the opinion of citizens. It will be applied on the street.
* An image from Google images:
- Brainstorming
15 minutes
Activity 1:
Theoretical understanding
(using proper
examples)
1. Teacher gives 3 examples / 3 types of questions:
a. Choose the right answer:
Is it true that the meaning of the proverb “Knowledge
is power” is: who knows many things is more
powerful? YES NO
b. Fill in the gap with the proper word:
“Wisdom is better than ………………..”
c. What is the meaning of this proverb: “Brain is
better than brawn.”?
2. Pupils are working in pairs and they resolve the 3 exercises, highlighting the significance of found hyperboles, metaphors and allegories. 3. Teacher explains the types of items, in general:
a. Objective items (closed items):
a.1. Items with dual choice: E.g. The meaning of the proverb “A leopard can't
change its spots.” is that a person will not change his/her character, especially if it is bad, even if they pretend that it will.
* True * False a.2. Items with multiple choices: E.g. The meaning of the expression “Crocodile tears” is: * To cry a lot * To be false * To be dangerous
* Work sheets
- Problematization - Exercising
* Teacher will use an inductive strategy. * Collaborative learning (pair working)
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a.3. Pair items:
E.g. Associate the proverbs with the proper key-words:
Fortune favors the braves. Character
Blood is thicker than water. Zeal (perseverance)
Be as stubborn as a mule Family
b. Semi-objective items (open items):
b.1. Short answer items: E.g. Using the previous proverbs, answer to the
question: What knowledge is?
b.2. Lacunar items: E.g. To err is ……………………
b.3. Structured questions: E.g. Teachers brings the image (as stimulus): Create a short text (8-10 rows) based on the given
image, answering at the following questions: - What do you see? - What the apple is doing? - What the mother apple tree is telling to the apple? - Why the apple should stay close to the apple tree? - What the meaning / the life lesson is?
c. Subjective items (large items):
c.1. Structured essay (items with short answers): E.g. Create a short text (15-20 rows) to explain the
meaning of the proverb “Never say Never”. You should respect the following landmarks:
- respect the theme - describe a situation fitting to the given proverb - in the end generalizes the idea of the proverb - respect the 3 parts of a literary composition - respect the placement in the page and the no. of rows
c.2. Creative essay / Unstructured essay (items with elaborated answers):
E.g. Create a reflexive essay (1-2 pages) about the role and the importance of old sayings and proverbs in nowadays. Find a proper title.
* Notebooks and pencils * Lesson scheme * eDictionary of proverbs * Google images
1. Teacher leads a conversation about the most proper questions that can be used in a street survey. 2. Pupils (have to) choose the open answer items and one subjective question.
* Lesson scheme - Conversation
15 minutes
5
minutes
5
minutes
Activity 3:
Application of theoretical
understanding
(Steps of creating the
survey)
Activity 4:
Workshop
(Preparing the survey)
Activity 5:
Homework
* Teacher explains that a real survey should respect some stages / steps:
1. Research: Students are looking for the most popular and often used proverbs and traditional expressions. In this case, they will search the internet. A better option is to interview family members, neighbors or acquaintances.
2. The selection of proverbs and sayings to be included in the survey: a. Each student make a top of the 4 preferred proverbs. b. Each pair make a second top of the 4 preferred proverbs they find in common. c. Each group of 5 students make a third top of the 4 preferred proverbs they find in common. d. Teacher leads the process of deciding the final top of 4 preferred proverbs they find in common or the most popular expressions.
3. Creating the survey (see annex 1)
4. Distributing and assuming responsibilities in the teams: 1 reporter, 2 scribes (or secretaries), 1 cameraman Pupils will collaborate in groups in order to write an article about non-formal education and its importance in the life learning process.
* PCs, tablets, mobile phones * Internet connection * Flipchart * A3 sheet * Markers
* Integrated activity (ICT) * Individual activity * Pair work * Group work * Frontal activity * Frontal activity * Group work * Collaborative learning (pair working)
2 hours
30 minutes
1 hour
Extension 1
(Applying the survey)
Extension 2
(Top 10)
Extension 2
(Writing and publishing an
article)
5. Street survey in the city. Target group: 100 inhabitants of the city
6. Centralizing and interpreting the collected data
7. Making a Top 10 of the most popular proverbs and sayings
8. Writing an article for the city newspaper
9. Publication of an article in the City Newsletter 10. A movie posted on YouTube channel
* The obtained street survey * The obtained proverbs and sayings * The obtained Top 10 and the centralization of survey https://www.youtube.com/watch?v=aNJz0HaZzdA
- Learning by doing - Collaborative learning (group work)
* Inquiry-based learning * Group working * Integrated activity (Math) * Integrated activity (ICT)
În ordinea frecvenţei, acestea alcătuiesc următorul TOP 10 PROVERBE:
1. Prietenul la nevoie se cunoaşte.
2. Ziua bună se cunoaşte de dimineaţă.
3. Ce ţie nu-ţi place, altuia nu-i face!
4. Minciuna are picioare scurte.
5. Cine sapă groapa altuia cade singur în ea.
6. Ulciorul nu merge de multe ori la apă.
7. Cine seamănă vânt culege furtună.
8. Cine se scoală de dimineaţă departe ajunge.
9. Vorba dulce mult aduce.
10. Bine faci, bine găseşti.
Dintre proverbele care au fost enunţate o singură dată, deşi sunt foarte cunoscute, putem aminti:
1. Fereşte-mă, Doamne, de prieteni, că de duşmani mă feresc singur!
2. Stăpânu-nvaţă sluga hoaţă!
3. Vulpea, când n-ajunge la struguri, zice că sunt acri.
4. Meseria e brăţară de aur.
5. Apa trece, pietrele rămân.
6. Fă-ţi iarna car şi vara sanie!
7. Capul face, capul trage!
8. Leneşul mai mult aleargă şi scumpul mai mult păgubeşte.
9. Lupu-şi schimbă părul, dar năravul, ba!
10. Ce naşte din pisică şoareci mănâncă.
11. Când pisica nu-i acasă, joacă şoarecii pe masă.
12. Pisica cu clopoţei nu prinde şoricei.
13. Niciodată să nu spui „niciodată” (din „folclorul” american, încetăţenit!)
Cu toţii am avut de învăţat astăzi, pe străzile Pucioasei. Au existat şi momente în care adolescenţii voluntari
i-au sprijinit pe chestionaţi să-şi amintească proverbe pe care, de altfel, le folosesc în viaţa de zi cu zi.
Pe de altă parte, dintre cei 34 de participanţi – voluntari, 20 de tineri au afirmat că a existat cel puţin un lucru
nou pe care l-au învăţat organizând această activitate de învăţare nonformală. De exemplu, au aflat că
„ADEVĂRATELE PRIETENII SUNT ETERNE”, DAR spus în limba latină de o doamnă chestionată. Ei şi-au
notat în carneţele expresia latinească şi au transmis-o colegilor, la final: „VERAE AMICITIAE SEMPITERNAE
SUNT!”
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Desigur, au existat şi respondenţi cu un simţ al umorului dezvoltat, care au completat înţelepciunea străveche
cu elemente de „folclor urban”, astfel că ni s-a făcut cunoscut şi riscul pe care îl presupune munca: „Munca n-a
omorât pe nimeni, dar… de ce să riscăm?”
Important este să nu uităm că toată viaţa avem de învăţat unii de la ceilalţi şi că o învăţare temeinică are loc
atunci când experimentăm şi chiar atunci când greşim, căci, nu-i aşa, ERRARE HUMANUM EST! (A greşi este
omeneşte”).
Astăzi am fost ZÎNatici cu toţii, în spiritul ÎNVĂŢĂRII NONFORMALE!
… Şi… nu uitaţi: ORICINE POATE ÎNVĂŢA, ORIUNDE ŞI ORICÂND!
ASTĂZI ESTE O ZI BUNĂ PENTRU NONFORMAL!
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Elevii clasei a VIII-a A şi Aurora Zamfir (profesor diriginte)
The link to the movie, on YouTube channel: https://www.youtube.com/watch?v=aNJz0HaZzdA
NOTE: This project has been funded with support from the European Commission. This article reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.