Erasmus+ KA229 Social inclusion through creativity...Social inclusion through creativity...

Social inclusion through creativity 2018-1-RO01-KA229-049590_1

Erasmus+ KA229_Social inclusion

through creativity

2018-2020 Project Reference 2018-1-RO01-KA229-

049590_1

Project funded by the European Union

Scoala Gimnaziala Sfantul Apostol Andrei (Buzau - Romania)

Zespol Szkolno-Przedszkolny w Slowiku - Polonia

I.C. Pontecagnano Sant’Antonio - Italia

General Secondary School “Nikolay Katranov” - Bulgaria

24st Primary School Heraklion - Grecia

http://schools.guide-bulgaria.com/a/2105/nikolay_katranov_secondary_school.htm


Interactive methods used for

vocabulary enrichment/improvement

The didactic method is the way forward in order to achieve the proposed

objectives; is the way forward, in order to find out the truths. Last but not least, it

signifies the way the teacher goes to help students find their own way of becoming.

Today's society is constantly evolving, and with it the educational instructive process is

changing, there are sources of new documentation for both teachers and pupils, each of

them more attractive, which helps the schoolchildren to reveal some notions before we,teachers, find them. The continuous mobilization of schoolchildren to intellectual effortand their endowment with skills relevant to an effective training activity represent the

most effective way of forming them in the spirit of a conscious and dynamic behavior.

The methods are important tools used by the teacher in order to achieve the proposed

objectives.The process of acquiring the Romanian language in an institutionalized

framework represents the action of teaching the thinking of schoolchildren, because the

ideas are sketched in the individual's consciousness, on the basis of words, statements

and phrases. But the communication element is not limited to those linguistic elements

such as the assimilation of vocabulary knowledge and the ability to formulate correct

grammatical statements, but also the need for the formation of socio-linguistic or socio-

cultural capacities. The current education process enables children to initiative,

naturalness and creative spirit, but also their orientation, the role of the teacher having

novel values, overcoming the common mentality that makes him a source of

information.

In order to structure a pupil-centered education, the teacher plays a role as a co-

participant in the ongoing work. Its purpose is to lead the pupil to knowledge. The use

of interactive methods in the teaching process contributes to the optimization of the

quality of learning, having a real efficiency in the development of the pupils'

personality.Student activation is a suite of training / self-training, development and modeling of

their personality by stimulating and guiding methodically the work they perform.

Active-participatory methods aim at stimulating and cultivating students' interest in

knowledge. The pupil becomes an active subject subject of learning, co-participant in

his own training.In interactive, pupil-centered learning, the role of the teacher is much more

subtle and nuanced than before. He leads and coordinates the process of establishing

connections to the brain that each member of the group carries out according to their

own understanding. The success of the group and, implicitly, of each member depends

on the teacher's competencies to create optimal learning opportunities for each student.

He always acts "shadowy" without imposing his or her point of view, adapted and

appropriate to the needs of the group.


Using frequent reading and not only interactive and active participatory

methods, we noticed their importance in developing pupils' speech and enriching their

language. They combine individual and group work, mobilize the whole class, the

school teacher becomes the subject and object of the training process, and the group sets

different situations of communication and cooperation. Even in small classes,

schoolchildren should be trained to think, not just to receive new knowledge

mechanically.

In reading classes, I used traditional methods and modern, interactive methods,

which had a real success in developing the ability to express, enriching their language

significantly. I will present some of the most important interactive methods used and

have been successful in my work with my schoolchildren.The quintet is an interactive and creative technique that is done by writing a

five-verse poem that has to express a set of ideas, following some exacting rules. It is a

tool for verifying the acquisition of a text message as well as oral expression and

stimulation of students' creativity.To make a quintet, students must follow the following rules:

•The first verse is one significant word on the discussion / text, which denotes the

subject. Usually this is a noun.• The second verse is composed of two words and is intended to describe the noun in

the first verse, and are usually adjectives.

•The third verse is composed of three words that perform actions, being normally verbs

in the Gerund way.• The fourth verse contains a sentence composed of four words which shows what

feelings they manifest for the subject.

•The last verse contains a word to conclude, which highlights the quintessence of the

subject.I have often used this method during Romanian language classes and found

that it is agreed by schoolchildren, giving them the opportunity to get the essentials

from the studied work. Thus, after reading the lyrical text "Autumn Rapsodii" by

George Topârceanu, most of the students of the fourth grade managed to present

through a quintet the subject and the message sent by the text. Here is an example that

seemed to me the most relevant:

Birds

Annoyed, traveler

Tinkering, running, flying

Cranes hooting in the air.The autumn.

The advantages of this method are considerable from the perspective of the two teammates in the didactic communication, to which a less stressful environment is

added than with the use of other methods; pupils in grades III-IV have the possibility to

activate the ability to perceive concepts. The Quintet method mobilizes, as few others,


the creative spirit and playfulness of children, while at the same time developing the

language and causing the little ones to participate with pleasure in the lesson.Stellar explosion is a method successfully used in reading, similar to

braistorming, but is not confused with it, which develops students' language and their

creative potential. The method involves asking questions for problem solving while

allowing students to ask questions for questions.

The starburst mobilizes all students in the classroom, including the most shy, and the

way to achieve it is simple:•A large star is displayed at the center of the key word or problem, and questions are

written in the corners (who, what, where, when, why?);

•The classroom is structured into several groups, each of them choosing one

representative;• The group representative will pick up a note on one of the above questions;

•Issuing in each microgroup a set of questions starting with the question they have

chosen;• Debate in front of the class of the solutions found;

• Finding the most appropriate questions and assessing child labor.

Within a second class reading class, we used the Interactive Method "Starburst"

and noticed the positive impact it had on the student class. Thus, in order to strengthen

the knowledge regarding the text "The story of a lazy man" by Ion Creangă, we applied

this method, as a result of which the creativity, team spirit and children's vocabulary

was improved.

The story of a lazy man

by Ion Creangă

Who offered to help the lazy man?

What does the lady ask?When does the action take place?

Where do the villagers lead the lazy man?

Why did he want the lady to help the lazy man?

Who?

When? What?

Why? Where?


The grape is a training technique that stimulates students to express their

opinions in a free and creative way. It is a way to make connections between opinions

or to highlight new meanings of given answers. For this it is necessary to communicate

all the information related to a certain key term, meaningful for the lesson, around

which all knowledge is routed. Through this method, schoolchildren assimilate new

information based on previously learned concepts. The method is stimulating, each of

them taking an independent, team or group task.

By using this active-participative method in the current didactic activity, we

have noticed that students cooperate with each other, meditate with some pleasure,

express known information that contributes to the completion of tasks. A great

advantage of this method is that all students spend time actively, each stage ismaximized by the participant. The vocabulary of children is enriched because they have

the opportunity to answer questions, to ask questions, to cooperate and communicate

with each other, to make associations and connections.The quadrant method /framework method is done by drawing two

perpendicular lines in the middle of the page, thus forming four "quadrants" inside

which the students will perform their tasks. Activity is done individually or with a class

divided by groups. Different requirements in the four quadrants may be required to

achieve the goals set in the lesson. I recommend, for example, a form of quadrants I

used in the Knowledge Stage in the narrative text "The Keys" by Tudor Arghezi (2nd

grade) in which I capitalized the students' vocabulary by using the syntax and words

found in Opera House.

THE KEYS

after TudorArghezi

THE FRAMEWORK METHOD1Formulate sentences with the following

words: wardrobe, children, uncles,

parents, climbing, family decision.

2. Copy from the text the paragraph in

which Uncle Sesis speaks:

3. Make a ticket the children ask for

forgiving family members.

4. Make a drawing to illustrate the the

children`mischief.


Another interactive method that enriches and contributes to the development of

students' vocabulary is the Tour of the Gallery. Often encountered in Romanian

language and literature, it involves several phases: brainstorming, group consultations,

making plans, presenting the products obtained by a member, displaying the score,

making the tour of the gallery and discussing it.

The method is done as follows: a subject is invoked, then each microgroup chooses or

receives a theme from the set subject, but all groups can have the same theme. A

secretary is appointed to write down the opinions of brainstorming on a flipchart using

different colors for each group. A delegate of each microgroup will bring in front ofcolleagues the poster with the completed tasks and display them next to the others in the

various places in the class to which the students will arrive.

After describing the products they have made, the members of the groups

analyze each product, formulate questions to the delegate and have the opportunity to

express their opinion or give other solutions that they write on the flipchart. After this

stage, each group examines their own papers and reads the instructions of their

colleagues.At the time of the third-grade Romanian language, for the understanding of the

popular text "The Three Friends", I applied the method of the Tour of the Gallery, which

unfolded as follows:We grouped the students, and each group handed out an A3 sheet, asking to write

proverbs and sayings about friendship. We have specified that proverbs and sayings can

be used to solve tasks either in writing or with suggestive drawings. The group leader

displayed the poster in the class pane, then the group members passed each and viewed

the products made by the colleagues in the other groups. They were able to express their

opinion about the work of their colleagues, compare them with their own, write down

suggestions in the bottom of the page and memorize the best. Eventually, they could see

their products and read the opinions and advice of their colleagues.

The interviewee's seat is a new method that integrates well in Romanian

language and literature lessons to obtain feed-back or to enrich students' knowledge. In

the first phase, a schoolteacher sits in front of his colleagues and will play the role he orhe or the teacher.

If he is a reporter, he will ask questions that he will address to his colleagues,

and if the role is to be interviewed, he will answer their questions. It is very important

how the questions are formulated, because their answer must be an argumentative one.

This technique enables children to enrich and develop their vocabulary, because it is

done by asking questions about a given subject. illustrate:

Reporter: How do we characterize your favorite hero?

Class: The preferred hero is characterized as presented in the literary text.

Reporter: How does the presentation begin?Class: The presentation begins with the location of the character within the text.

Reporter: How do we recognize moral traits?


Class: Moral characteristics derive from character replicas, behavior, and how it

behaves with other characters.Reporter: How do we look at whether we like a character or not?

Class: The preference for a character is expressed by the positive qualities that the

character proves in the text.The cube method is an interactive technique used in instructional and

educational activities to analyze a subject from several points of view. The following

stages are to be achieved:•Make a cube on whose faces paper of different colors is applied;

•Each side of the cube is marked with one of the words: DESCRIPTION,

COMPARATING, ANALYZING, ASSOCIATING, APPLYING, ARGUMENTING;•Activity can be done in a team or in a group;

•The cube rolls and every face of it is a task for the members of a group;

•Members of each group establish their leader.

•Students in each group solve tasks, then the leader will expose to the whole team how

they will solve the requirement.In the second class, I used this method to fix and systematize the knowledge about

the "The wonderful grove" by Mihail Sadoveanu, and the contribution it brought to the

development and vocabulary nuance was a significant one.

WONDERFUL GROVE

Mihail Sadoveanu

DESCRIBE!

•Imagine that you are Lizuca's partner to your grandparents' house. Describe the view

you see! Make portrait of Lizuca!

COMPARE!

•Compare the meaning of the words in the two columns:

Grove, forest

staff, stick

kept land, land

Associate!

•Associates each word with one attribute:

Patrocle ..........................forest ..........................

..................... child.

path……………….......

ANALYZING!


•Determine the meaning of the bold words and replace them with others so that the

meaning of the sentences is the opposite.* Lizuca and Patrocle fall into the dark.

* At a turning point, a tawny old man emerged from the ground.

* The sun sets after the hills.

* Lizuca understood and smiled.

APPLY!

• Find another end of the story.

ARGUE!

• Arguments whether Lizuca was an educated or needleless little girl.

Modern Reading Techniques:

Image reading can be used in reading / reading lessons. Students see the picture

of the cover of a book and can predict possible characters or subject matter discussed in

the book. To guide children, the teacher can ask help questions: "What do you notice?

What do you mean by ...? "For the illustration to be thoroughly researched. Starting

from the picture, students need to be guided how to understand and how to participate in

the activity.

In any student-centered didactic approach, it is essential that the educational act

be permanently changed and branched, thus achieving a dynamic participation of

schoolchildren. The use of reading during reading / reading is one of the techniques that

departs from traditional classroom work, the teaching framework pursuing the

expressiveness of students' vocabulary, the way they communicate, and the

development of their creative spirit.

Puzzle reading is an appealing way for schoolchildren to reconstruct a text

whose logical units have been entangled. They were impatient and lectured with more

literary pleasure and responsibility.The "filled" text is an exercise to identify and distinguish the literary and

scientific text. Children's workbooks are provided with a text containing passages

written in different literary or scientific styles. Ask the children to highlight the literary

units, separating them from the other. The pupils were delighted and from the first

attempt to solve such tasks they managed to easily recognize the styles. Only three

students were undecided in terms of how to fit units.

Public reading is a collective reading of the other colleagues. The team is

divided into teams or microgroups. After the analysis of the text, the team goes to

colleagues and reads the text in personal style, as expressive and captivating.Participants do not read orderly but have the opportunity to read in chorus, or two,

three, or read as an echo, read in the chain, repeat some words, read on their own, using

onomatopee.


The task is the same for all, to read aloud, but the text size and difficulty can

fluctuate according to the students' abilities.Predictive reading is another modern way of reading that supports the

development of schoolchildren's current language.

The teacher reads a literary text in front of the school. From time to time, in

important stages, children are asked to anticipate what will happen. I ask them to make

a table of predictions:

What do you expect to be

happening next?

Which are your proofs? What really happens in this

text?

In a lesson, as an experiment, I changed the text by watching a cartoon movie

of educational value. From time to time we suspended the running, and students were

given the opportunity to comment on how they would continue the topic. In order to

stimulate and motivate them to read literary texts, only a part of a film adapted to a

particular work can be viewed, and the students will read the work to see how it is

finalized.

Exercises for transformation or word creation

The various exercises of synonymy, homonymy, polysemy provide greater capacity for

receiving and writing written and oral messages. Such exercises are done daily, during

classes or as homework. I ask students to find appropriate attributes that start with a

certain letter or discover actions (verbs) that start with the same syllable. This kind of

language enrichment applications we've made in the form of a contest, individually or

in groups. Students are very dynamic and easily retain a large number of words, perhaps

some of them have been heard for the first time by other colleagues. Unknown words

are explained by the child who proposed it.

The "Forbidden Word" game

This didactic game was done in teams or pairs. They are asked to respond to the

teacher's questions so that a previous word is not used but to discover other drafts that

make up the correct answer to the question. The question requires a form requesting the

use of the forbidden word.

Here are some answers the students gave, the forbidden word being "Spring":

•Q: When does the snow melt? "

A: The snow melts in the season when the trees bloom. "

•Q: -While season is spoken in poetry: Spring, Spring / Come

and in our country. "


•A: - In the poem above, there is talk of the season in which all nature wakes up to life.

"•Q: - When do the traveling birds come? "

•A: - The traveling birds return after the winter passes. "

The forbidden word can be changed 3-4 times along the way. Finally, children who

have developed the right answers and have proven fantasy will be appreciated.

The game of words that rhymes.

Option 1. A word is given, and students have to find others to rip.

Option 2. Pupils must identify the missing words, depending on the rim that is

appropriate to the strof:

The best drink

It is spring water.

Over stones ...........Murming ..........

I drink deer and ..............

She's always clear.

Option 3. One verse is given, and the schoolmates have to discover a second

verse to rip with the first. It is also useful to observe the right measure. Although this

terminology is not used for students, they may be required that the second verse have

the same number of syllables as the first.

Fill in text

It is an appealing, modern game I used in reading lessons to stimulate and enrich the

expression of schoolchildren. It can be used at the beginning of a Romanian language

and literature lesson to capture the attention, students can help to restore the text to be

debatedVoice fleeing

The text can be reconstituted based on the existence of consonants in words, which are

sufficient landmarks for support.Example:

H_r_ c_m_s _ w_lf fr_m th_ f_r_st…..and so on.

Such an exercise is useful in readings, because it may be required to complete

incomplete text with beautiful expressions at the students' choice or removed from the

full text that should be read before.

Comparisons


It is a useful method of formulating the artistic expressions, which can then be

used in different forms of expression.

Example: white as flour, oatmeal, milk

Means of rebus

Rebusic means or "games of the mind" are more and more encountered in the

current teaching process and capture the interest of students because they introduce the

element of surprise into the lessons. They can be used mainly in recapitulation and

systematization lessons, but also in the retention and transfer times of other types of

lessons.

Crossword puzzle

It is possible to give students a freeway in which the title of a text, the name of

an author or the theme of a composition to be performed should be revealed vertically.

They can be used to attract attention or to announce the topic, but also to update

previously acquired knowledge.

What a tricky one

In which sixteen characters (letters) are marked. Children are required to

combine them in different and varied directions so as to get as many words as possible

in a limited time. With this game method, the ability to compose words from letters is

evaluated.

I used this method in readings, formulating the challenge "Who finishes

faster?" The children trained, and work in pairs or in groups was also a pleasant moment

for them. They co-operated, and the desire to be co-workers was the "engine" that

determined the success of the business.


Something that has not happened

It is a great exercise by the little ones, because it allows them to use their

imagination and to write small texts (three to four sentences) about a particular thing or

thing, and then to expose them to their colleagues. It is an effective way to develop

language and creativity, but also to empower those who are retired or shy to participate

with pleasure and fear that they will write something erroneously. The name of an

object or beings is spoken, and children have to say something about it that has not been

said before. This method aims to develop students' originality and creativity.

A fantasy game is also a question and answer ticket.

Class is divided into groups of four or five copies. The teacher draws up a set of

questions, taking into account some facts, so that a narrative can then be composed.

Each interrogation is written on a ticket to be handed to the children in the group

without their knowledge of the questions from other colleagues. The student will answer

the personal question. After completing the work, the responses given in the logical

order in which the questions were devised will be displayed. It is possible to make a

short text. We can then enrich it. There is also the risk of making sentences without

logic. The game can be repeated.

We used this method during reading hours. Students have worked with interest

and interest, and have succeeded in drawing up short texts that were untrue, with

fantastic heroes personified most of the times. This exercise prepares them for acquiring

and perceiving stylistic procedures.

The writer


Children are required to develop a story together. They set themselves the characters,

what they call, what they represent, how they will pass. How many students will take

the special story book and compose the text, recording what they want, setting up the

action as it wants, having the independence of putting or removing characters. The

schoolgirls engage voluntarily, no one being refused. Each member will retrieve the text

from where his colleague has left and will complete it according to his own fantasy.

The literary medalion

It can be done in any class, taking different forms, depending on the students'

possibilities and capabilities. It can be performed in the form of an exhibition of

paintings made after the work of an author, film design adapted to some works, book

exhibitions. Students will be notified in advance, communicating to the author they are

considering, and how they are doing.

Structuring by groups of students is recommended. Everyone's creativity will be

highlighted by the novelties in which they can choose to display the material they have

about the writer or his work. This type of activity is suitable for celebrating the

anniversary days of some writers.

In conclusion, I consider that the use of all current alternative methods in the

educational process supports the optimization of didactic activities, having an

interactive character and a formative value on the personality of the school. Children

have been involved with responsibility and pleasure in carrying out tasks, solving the

very ingenious proposed themes, many of them choosing unusual forms so they are

appealing.

Besides being methods for the development of the creative spirit, these methods

give students the opportunity to seek, discover, compare, argue, synthesize, argue,

explain, in a word communicate. They value their experience of life and their own

interests. It stimulates the accumulation of new notions and knowledge, develops the

capabilities and skills of communication, collaboration and enriches, develops, activates

and significantly nuances students' vocabulary.


ROMÂNIA – 29 octombrie - 1 noiembrie 2018

CLASA: a IV-a C

PROPUNĂTOR: prof. înv. primar Popină Mirela Luminița

UNITATEA DE ÎNVĂŢǍMÂNT: Şcoala Gimnazialǎ „Sfântul Apostol Andrei”

Buzǎu

NUMĂR DE ELEVI: 32

ACTIVITATE INTEGRATĂ: TÂLHARUL PEDEPSIT

DISCIPLINE INTEGRATE: Educație civică

Limbă și comunicare;

Muzicǎ şi mişcare

AVAP

SCOPUL ACTIVITĂŢII:

Implicarea elevilor în activități de învățare care să le dezvolte trăsături

caracteriale pozitive și care să-i determine să facă întotdeauna alegerile potrivite

OBIECTIVE OPERAȚIONALE:

Să prezinte povestea în limba engleză și să mimeze acțiunea poveștii prin

euritmie

Să soluționeze creative pentru problemele create de gestul șoarecelui

Să descrie personajele în antiteză prin evidențierea trăsăturilor caracteriale

Să identifice fapte bune și fapte rele în viața de zi cu zi.

STRTEGII DIDACTICE:

METODE ȘI PROCEDEE DIDACTICE: observația, conversația, exercițiul,

munca independentă, Brainstorming, pălăriile gânditoare, diagrama Wenn-Euler,

blazonul

MIJLOACE DIDACTICE: calculator, măști, 6 pălării colorate, fișe cu sarcini

de lucru

FORME DE ORGANIZARE: frontală, pe grupe, individualǎ

RESURSE:

TEMPORALE: 20 min


DESCRIEREAACTIVITĂȚII

1. Elevii prezintă în limba engleză întâmplarea dintre șoarece și albine, apoi

mimează acțiunile poveștii cu ajutorul euritmiei, având ca fond muzical

Simfonia a V-a a lui Beethoven(Simfonia destinului).

2. Cu ajutorul profesorului, elevii vor înțelege faptele și caracterul personajelor, fiind

îndrumați să identifice soluții pentru soluționarea problemelor create, atât de fapta

șoarecelui, cât și de purtarea albinelor. Ei vor lucra în 6 grupe (fiecărei grupe îi

revine o pălărie de culoare diferită) a câte 5-6 eleviși vor gândi critic fiecare aspect

al poveștii.După aceea, liderul fiecărei grupe va prezenta soluția purtând pălăria ce

determină modul de rezolvare a cerinței.


3. În finalul activătății, elevii vor crea blazonul textului, în care vor desena,

descrie elementele esențiale ale întâmplării. Se vor face aprecieri asupra

activității.


ACTIVITATEA NR. 2

CLASA: a III-a C

NUMĂR DE ELEVI: 20

PROFESOR: Grigore Sonia


Buzǎu

TEMA: Povestea mărului

OBIECTIV GENERAL: utilizarea unor cunoștințe și competențe dobândite

în cadrul orelor de Limba și literatura română, Științe, Arte vizuale și abilități practice în realizarea

unei cărți cu titlul ”Povestea mărului”

OBIECTIVE SPECIFICE:

identificarea părților componente ale unei cărți;

ordonarea etapelor din ciclul de viață al unui pom fructifer;

precizarea rolului părților componente ale unei plante;

FORMA DE ORGANIZARE: pe grupe

MODALITĂȚI DE REALIZARE: proiect de grup, dramatizare


DESFĂȘURAREA ACTIVITĂȚII:

Introducerea în activitate: ordonarea unor litere pentru a se obține cuvinte ce

reprezintă elementele componente ale unei cărți: coperte, file, cotor;

Anunțarea subiectului: realizarea unei cărți în formă de măr cu titlul ”Povestea

mărului”;

Obținerea paginilor cărții prin colorarea imaginii, decupare și asocierea strofei

potrivite dintr-o poezie care prezintă ”drumul ” parcurs de un măr de la sămânță

până la stadiul de pom care rodește;


Ordonarea paginilor în funcție de etapele din ciclul de viață al unui pom fructifer;

în cotor, scrierea Fixarea acestora

titlului pe copertă;


Prezentarea produsului final de către fiecare grupă;

Joc de rol cu suport intuitiv sub forma unei scenete: ”Cearta părților componente ale unei plante”


ACTIVITATEA NR. 3

CLASA: a II-a A

PROPUNĂTOR: prof. înv. primar David Ecaterina


Buzǎu

NUMĂR DE ELEVI:18

ACTIVITATE INTEGRATĂ: ŢARA MEA

ARII CURRICULARE: Matematică şi Explorarea mediului

Dezvoltare personalǎ;

Muzicǎ şi mişcare

SCOPUL ACTIVITĂŢII:

dobândirea de cunoştinţe şi informaţii noi despre simbolurile ţǎrii (drapel, stemǎ, imn);

verificarea, consolidarea şi sistematizarea cunoştinţelor referitoare la principalele

forme de relief ale României/ vieţuitoare şi nevoile lor

stimularea şi dezvoltarea sentimentelor de dragoste şi respect faţǎ de valorile

populare româneşi, faţǎ de ţarǎ.

STRTEGII DIDACTICE:

METODE ȘI PROCEDEE DIDACTICE:observația, conversația,exercițiul,

munca independentă,jocul didactic,rezolvarea de probleme

MIJLOACE DIDACTICE: calculator, videoproiector, fotografii cu plante şi

animale, harta fizicǎ a României.

FORME DE ORGANIZARE: frontală, pe echipe, individualǎ

RESURSE:

TEMPORALE: 15 min


SCENARIU DIDACTIC

1. Captarea atenției:

Poezie - ghicitoare:

Cunosc o țară la Carpați

Frumoasă cum e primăvara

Voi stați puțin și cugetați

Și-apoi răspundeți: Care-i țara? ( poetul Alexandru Andrițoiu)

Vizionarea filmulețului Povestea ținutului românesc

1. Anunțarea temei și a obiectivelor


3. Reactualizarea cunoștințelor referitoare la principalele forme de relief ale

României/vieţuitoare şi nevoile lor

4. Activitate în echipǎ:

recunoaşterea culorilor convenţionale specifice fiecǎrei forme de

relief şi denumirea echipelor;

recunoaşterea plantelor şi animalelor din imaginile prezentate;

Joc: Alege intruşii;

realizarea schimbului de fotografii între membrii celor 3 echipe


5. Feedback - elevii lipesc pe hartǎ imaginile cu plantele şi animalele alese,

respectând culoarea convenţionalaǎ specificǎ echipei/ forma de relief.

6. Încheierea activitǎţii:

Cântec: Ţara mea

Aprecierea activitǎţii şi recompensarea elevilor cu fundiţe tricolore


ACTIVITATEA NR. 4

CLASA: a II-a B

NUMĂR DE ELEVI: 18

PROFESOR: Negraru Camelia - Georgiana

TEMA: Halloween: „Ne dati ori nu ne dati!”

OBIECTIV GENERAL: Intelegerea semnificatiei sarbatorii numite Halloween si

crearea unui cantec care sa reflecte sentimentele si senzatiile legate de aceasta.

OBIECTIVE SPECIFICE:

crearea atmosferei de Halloween cu ajutorul cantecelor si poeziilor;

exersarea in situatii concrete si accesibile elevilor a vocabularului specific

sarbatorii de Hallowen;

realizarea unui cantec si alegerea unui titlu potrivit temei propuse.

FORMA DE ORGANIZARE: pe grupe

MODALITĂȚI DE REALIZARE: proiect de grup, dramatizare


DESFĂȘURAREA ACTIVITĂȚII:

Sa ne cunoastem mai bine: o scurta prezentare a participantilor la activitate: elevi

si profesori.

Interpretarea cantecului :”If you’re happy and you know it ...”


Rezolvarea unui rebus si descoperirea titlului lectiei. Elevii lucreaza in echipa cu

profesorii prezenti si le pot cere ajutorul atunci cand simt nevoia.

Exersarea vocabularului: incercuirea intr-un careu a cuvintelor invatate recent.


Citirea unor propozitii scurte despre Halloween si rezolvarea de exercitii pe baza

acestora. ( ex. Adevarat / Fals)

Crearea unui cantec despre Halloween. Alegerea unui titlu. Interpretarea acestuia

de catre toti cei prezenti la activitate.


ROMANIA –the 29th of october – the 1st of november 2018

CLASS: the IVth form C

TEACHER: Primary school teacher,Popină Mirela Luminița

SCHOOL: Şcoala Gimnazialǎ „Sfântul Apostol Andrei” Buzǎu

NUMBERS OF STUDENTS: 32

ACTIVITY : THE PUNISHED THIEF

INTEGRATED SUBJECTS: Civic education

Language and Communication

Music and Motion

Plastic education/Drawing

AIM:

The pupils are involved in learning-activities designed to develop good character

and empower young people to make good choices for themselves.

OBJECTIVES:

presenting the story first, by telling it, then through eurytmics;

thinking of creative/critical ideas to solve the problems created by the incident;

describing the characters of the story by associating the similarities and the

differences between them;

brainstorming ways to tell whether or not something is the right thing to do(bad

deeds versus good deeds)

TEACHING STRATEGIES:

TEACHING METHODS: Observation, Conversation, Exercise, Independent

work, Brainstorming, Thinking hats, Wenn-Euler chart, The crest

TEACHING MEANS: computer, masks, worksheets,6 coloured hats.

FORMS OF ORGANIZATION: front, groups, individual

RESOURCES:

TIME: 20 min


SHORT DESCRIPTION OF THE ACTIVITY

1. The pupils present in English story of the mice and bees, then mimic the actions of

the story with the help of eurythmy, having as a musical background the Beethoven's

Fifth Symphony (The Symphony of Destiny)

2. I will try to lead the pupils to understand the characters in the story, their deeds,

to find solutions in order to solve the problems and to associate the bad or the

good deeds in the story to other deeds in the real life or another stories they have

been studied.They will be working in groups of 5 or 6 pupils, putting together

their ideas, then , the leader will present them.


3.At the end of the activity, students will create the blazon of the text, in which they

will draw, describe the essential elements of the event. The teacher will asses the

pupil`s work.


ACTIVITY NO. 2

CLASS: 3rd C


TEACHER: Grigore Sonia


THEME: The Apple Story

GENERAL OBJECTIVE: Use of acquired knowledge and skills

during the Romanian Language and Literature classes, Sciences, Visual arts and practical skills in realization a little book called "Apple's Story"

SPECIFIC OBJECTIVES:

identifying the parts of a book;

ordering the stages of the life cycle of a fruit tree;

clarifying the role of the parts of a plant;

THE FORM OF ORGANIZATION: by groups

METHODS OF IMPLEMENTATION: group project, dramatization


DEVELOPMENT OF ACTIVITY:

Entering into action: ordering some letters to get words that are the elements of a

book: covers, tabs, spines;;

Announcement of the subject: making an apple-book with the title "Apple

Story";

Obtaining the pages of the book by coloring the image, cropping and

associating the appropriate stamp from a poem that presents the "path" traveled

by an apple tree to the tree-growing stage;

Sorting pages according to the life cycle stages of a fruit tree;


Fixing them in the back, writing the title on the cover;


The presentation of the final product by each group

Role play with intuitive support in the form of a scene: "The plot of the parts of a

plant"


ACTIVITY NO. 3

CLASS: the IInd formA

TEACHER: Primary school teacher,David Ecaterina



ACTIVITY : MY COUNTRY

CURRICULAR ARIAS: Math and Science

Personal Development

Music and Motion

AIMS:

Acquiring new knowledge and information about the country's symbols (flag, coat of arms, anthem)

Checking, consolidation and systematization of the knowledge regarding the

main forms of relief of Romania / creatures and their needs

Stimulation and development of love and respect towards the Mother Countryand the traditional Romanian values

TEACHING STRATEGIES:

TEACHING METHODS:Observation, Conversation, Exercise,

Independent work, Didactic games, Problem-solving.

TEACHING MEANS: computer, videoprojector, photos of plants and animals, physical map of Romania.

FORMS OF ORGANIZATION: front, team, individual

RESOURCES:

TIME: 15 min


TEACHING SCENARIO

1. CATCHING THE ATTENTION

Poezie - ghicitoare:

I know a country in the Carpathian Mountains

As beautiful as Spring is

Consider these lyrics a game

Fast guess this country` s name! ( Alexandru Andrițoiu, poet)

Watching a short movie THE STORY OF THE ROMANIAN LAND

2. Communicating the aims of the lesson


3. Updating knowledge on the main landforms Romania / creatures and their

needs

4. Team work:

Identifing conventional color recognition and naming fiecǎrei relief teams;

Recognizing plants and animals from given pictures ;

Game: Choose intruders;

Exchanging shots between members of the three teams.


5. .Feedback - Students stick on the map images of plants and animals that were

chosen respecting the specific conventional colour for every landform

6. Final tasks:

Song: My country

Assessing the activity and rewarding students with tricolor bands


ACTIVITY NO. 4

CLASS: 2nd B


TEACHER: Negraru Camelia - Georgiana

THEME: “Trick or Treat!”

GENERAL OBJECTIVE: Understanding the meaning of the Halloween

holiday and making a song about the feelings and sensations connected to it.

SPECIFIC OBJECTIVES:

creating the setting specific to the Halloween holiday by using warmers;

practicing the new vocabulary;

making a song and choosing an appropriate title for it.

THE FORM OF ORGANIZATION: by groups.

METHODS OF IMPLEMENTATION: group project, dramatization.


DEVELOPMENT OF ACTIVITY:

Let’s know each other better: a short presentation of each participant;

Let’s sing together: “If you’re happy and you know it …”


Solving a crossword puzzle and finding the title of the lesson. The teams are

made of both students and teachers and they may help each other when needed.


Vocabulary practice: Find the words on the board and circle them. (e.g. pumpkin,

ghost, candies, hat, mask, costume, attic, vampire, witch )

Reading short sentences about Halloween and solving specific tasks (e.g. True /

False)

Making a song about Halloween. Choosing a title. Singing it.

Erasmus+ KA229 Social inclusion through creativity...Social inclusion through creativity...

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