1. LESSON PLAN IN LITERATURE THIRD GRADE OF HIGH SCHOOL Teacher: Tsapra Konstantia, 2 nd Gymnasium of Didymoteicho 11/9/2015 1 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

2. INTRODUCTION  Compatibility with the new curriculum.  Teaching practice : project, teamwork, frontal teaching.  The students are divided to groups of 4-5 students and they are working both in computer class and their classroom.  Suggested time: 24 hours. 11/9/2015 2 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

3. OVERALL OBJECTIVES  The students have to understand not only the significance of literature but also the world and ourselves.  They have to be familiar with different literary kinds.  Recognize the values and ideas in the literary texts.  They have to be motivated to express their thoughts and feelings. 11/9/2015Tsapra Konstantia, 2nd Gymsasium of Didymoteicho 3

4. SPECIFIC OBJECTIVES  The students have to realize the interaction between individual person and society.  the social function of literature.  They have to relate the writer and the text to the historical figures of the era. 11/9/2015 4 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

5. Pedagogical objectives  The students have to work in teams so as to exercise their critical ability and work on sources relative to their subject.  They also have to innovate, compare, combine the subjects so as to get to knowledge and understand that the relationship between individual persons and society has different phases : from isolation of several literally heroes to their participation in common struggles.  They have to understand the traditional roles that the society has for individual persons and realize the way literally heroes face their problems and react to conditions of social oppression. 11/9/2015 5 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

6. Objective of new technologies  A basic objective is that an integrated framework of literature teaching is given to the teacher, where the use of new technologies can be easily adapted.  Also, students need to be familiarized to the use of new technology in class through information searching.  It is important the students’ cultural mind to be wide through knowledge, images, sounds, information that will help them form a personal interpretation about literature. 11/9/2015 6 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

7. Texts for study - Parallel texts  About a sleeping child, D. Christodoulou  The slayer –Al. Papadiamantis  The protest- G. Theotokas  The life –P. Skouzes  As much as you can- K. Cavafes  Pride and money – K. Theotokis  The night school stops - A. Samarakis  The mysteries of Kefallinia- A. Laskaratos  About Honor and death – M. Axioti  14 children- N. Vrettakos  Waiting for the barbarians – K. Kavafis  The life of E. Martinengou- biography  Erotokritos- V. Kornaros 11/9/2015 7 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

8. Part of instruction- First phase- pre-reading  It is very important because it creates a connection between the text and the students ‘ mind. Our efforts concentrate either on explaining the main theme of the unit or the literary genre and its history through their experience.The students observe the images at interactive board or they are members of a group composed of 2 students. 11/9/2015 8 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

9. The students with the technique of brainstorming are trying to understand the meaning of the term : Individual and Society. What does it mean? It is important to say that the students have already read the books during their vacation 11/9/2015 9 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

10. Worksheet common to all groups  Read and comment the FrontPages of the newspapers and images that follow.  http://www.kathimerini.gr/4dcgi/_w_articles_kathremote_1_01 /01/2014_534276 http://www.kathimerini.gr/4dcgi/_w_articles_kathremote_1_01 /01/2014_534276  http://www.tovima.gr/world/article/?aid=553406 http://www.tovima.gr/world/article/?aid=553406  http://panagiotisandriopoulos.blogspot.gr/2010/09/blog- post_22.html http://panagiotisandriopoulos.blogspot.gr/2010/09/blog- post_22.html  http://www.tovima.gr/world/article/?aid=429794 http://www.tovima.gr/world/article/?aid=429794  http://www.ethnos.gr/article.asp?catid=22768&subid=2&pubi d=63641984 http://www.ethnos.gr/article.asp?catid=22768&subid=2&pubi d=63641984  http://www.protagon.gr/?i=protagon.el.ellada&id=30423 http://www.protagon.gr/?i=protagon.el.ellada&id=30423  http://www.lifo.gr/team/sansimera/40842 (focus on the photo of the Olympians reception by the people) http://www.lifo.gr/team/sansimera/40842  How does society affect a person? 11/9/2015 10 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

11. Joint activity  Next, keep notes, read and relate your conclusion with the content of the books you have already read and watched:  A part of the documentary “female genocide in Asia” http://www.youtube.com/wa tch?v=tz4zzpbA8cc http://www.youtube.com/wa tch?v=tz4zzpbA8cc  A part of the documentary Protagonists “the terror of innocence” (interview of Andronikos 19.45΄-24.11’)  http://www.youtube.com/wa tch?v=7O1yqjjVzAk http://www.youtube.com/wa tch?v=7O1yqjjVzAk  Then answer the following questions… 11/9/2015 11 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

12. Questions of joint activity Common worksheet  What are the problems and the eras of the texts you have read?  Have you watched relative films?  Can you distinguish the individual to men, women or children?  Is there a difference whether the individual person is rich or poor? 11/9/2015 12 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

13. Second part- reading and presenting ( 18 hours)  The class is divided to six groups and every group has to read and present a different text. That means, we can achieve a different kind of teaching, because every group can take one or more texts according to the possibilities and the willingness of its members. In the end, every group has to put through some tasks on the text and present them to the class. 11/9/2015 13 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

14. Third part : after reading (4 hours)  The students create their own work - not relative to the theme of reading texts - but about the subject of the unit.  The main purpose of this part is the teachers to understand what the students have learnt and felt.  the students in cooperation to the teacher will choose a social problem (refugees, war, financial changes, poverty etc.) and they will create a poem, a dialogue, a text. They can also create a digital poster or a graffiti.  Otherwise, they can gather all presented heroes and characterize them as a fighter, disappointed, selfish, corrupted, innovative..  The students can also frame every portrait with an art or photography exhibition.  The results can be presented in power point or prezi, or published in e-book. 11/9/2015 14 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

15. Part 3- Tasks - Homework  The students have completed their tasks and they are exchanging information and presenting their work to the class. The other groups are filling the worksheets and discussing over the issues of the text.  Then, they have to choose:  Writing a specific text (diary of a hero )  Converting a text to a different one ( a theatrical to narrative)  Creative writing  Projects  Multimode texts  dramatization 11/9/2015Tsapra Konstantia, 2nd Gymsasium of Didymoteicho 15

16. Students’ evaluation ( Rubric ‘s model)  The students can be evaluated according to what they have been taught and created in the classroom.  Also, their homework and their participation to teamwork is very important.  Their oral and writing effort, their projects, their behavior to teamwork, their ability to distinguish the “problem” to the text and their interpretation of the social problems they have confronted are important to their evaluation 11/9/2015 16 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

17. Worksheet –group A  The group consists of four (4) students, they are studying the poem  “About a sleeping child” by D. Christodoulou  and the parallel text “The night school stops by A. Samarakis  while working on the worksheet. 11/9/2015 17 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

18. Worksheet –group B  The group consists of four (4) students, they are studying the text  “The slayer “by Al. Papadiamantis  And the parallel text “The mysteries of Kefallinia” by A. Laskaratos  while working on the worksheet (φύλλο.)φύλλο 11/9/2015 18 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

19. Worksheet –group C  The group consists of four (4) students, they are studying the text  “Pride and money” by K. Theotokis  And the parallel texts “The life of E. Martinengou” biography and “Erotokritos” by V. Kornaros  while working on the worksheet. 11/9/2015 19 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

20. Worksheet –group D  The group consists of four (4) students, they are studying the text  “The protest” by G. Theotokas  And the parallel text “with Honor and Death” by M. Axioti  while working on the worksheet. 11/9/2015 20 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

21. Worksheet –group E  The group consists of four (4) students, they are studying the text  “The life –P. Skouzes” by P. Skouzes  and the parallel poem “14 children: by N. Vrettakos  while working on the worksheet. 11/9/2015 21 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

22. Worksheet –group F  The group consists of four (4) students, they are studying the poem  “As much as you can” by K. Cavafes  and the parallel text “Waiting for the barbarians” by K. Cavafes while working on the worksheet. 11/9/2015 22 Tsapra Konstantia, 2nd Gymsasium of Didymoteicho

23. BIBLIOGRAPHY  Teaching scenario of 3nd grade of High School Individual and Society, H. Hondolidou.  Curriculum for the teaching of literature in junior High School, V. Apostolidou, N. Koundoura, K. Prokopiou, H. Hondolidou.  Teaching scenario of 3nd grade of High School Individual and Society, A. Gerakini. 11/9/2015Tsapra Konstantia, 2nd Gymsasium of Didymoteicho 23

24. Diktyografy www.e-history.gr www.e-history.gr www.ekebi.gr www.potheg.gr www.potheg.gr www.el.wikipedia.org www.el.wikipedia.org www.elia.org.gr www.elia.org.gr www.greek-language.gr www.greek-language.gr www.snhell.gr www.snhell.gr www.netschoolsbook.gr www.netschoolsbook.gr http://wwk.kathimerini.gr www.youtube.com/ http://dschool.edu.gr/ http://e-psychology.gr/ http://www.pi.ac.cy 11/9/2015Tsapra Konstantia, 2nd Gymsasium of Didymoteicho 24