Guide for teachers and students "Children's eyes, children's hearts"

Children’s eyes, Children’s hearts

GUIDE FOR TEACHERS AND STUDENTS

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Authors: Ioana Ghiban (RO), Renata Rădulescu (RO), Mariana Negrilă (RO)Grazyna Tucholska (PL),Helena Jesus (PT), Ingrid Pujol (ES), Dimitris Tsakalos (GR), Marcello Brondi (IT), Esra Tanatar (TR)

Coordinator: Mariana Negrilă (RO)

Proofreading: Carmen Badea (RO)

Editor: Mădălin Roşioru (RO)

ISBN: 978-606-598-419-6

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Dear students and teachers,

This book is meant to be a guide, written by all the partners in Comenius project “Children’s

eyes, children’s hearts” from Poland, Romania, Portugal, Spain, Italy, Greece and Turkey. This

guide is made up of five chapters and additional readings.

Each chapter contains different activities on children´s rights.

The students have to fill in some tables, to draw and colour, to write compositions, to find

out endings for some texts etc.The teachers are offered useful materials to

practise with their students for example lesson plans about healthy food, ideal school.

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Chapter I - ME / p. 6Activity 1- Write about yourself! / p. 7Activity 2 - Self portrait / p. 8Activity 3 - Comics: A day in my life / p. 9Activity 4 - My card / p. 10Activity 5 - Numbers in my life / p. 10Activity 6 - Superlatives / p. 11Activity 7 - Anagram / p. 12Activity 8 - I’ve grown up / p. 13Activity 9 - Me in Story World / p. 14Activity 10 - Me walking in somebody else’s shoes

/ p. 15Activity 11 - To be trustworthy / p. 16Activity 12 - The Map of my Heart / p. 18Activity 13 - My personal poster / p. 19

Chapter II - MY FAMILY /p. 20

Activity 1 - My Family Tree / p. 21Activity 2 - My family responsibilities globe / p. 22Activity 3 - Family portrait / p. 23

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Activity 4 - Who do I look like?! / p. 24Activity 5 - My mother / p. 25Activity 6 - My father / p. 26Activity 7 - The perfect gift / p. 27Activity 8 - Quiz! / p. 28Activity 9 - 24 hours of a day / p. 29Activity 10 - How often do you and your family do these activities in a month?

/ p. 30

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Chapter III - IDEAL SCHOOL /p. 31

Activity 1 - Identities / p. 32Activity 2 - Drawing / p. 33Activity 3 - Complete the drawing / p. 34Activity 4 - Scrabble table / p. 35Activity 5 - Labyrinth / p. 36Activity 6 - School calendar / p. 37Activity 7 - An ideal school timetable / p. 38Activity 8 - Give me 5 / p. 39Activity 9 - Keep the school tidy / p. 40Activity 10 - Counting classroom objects / p. 41Activity 11 - The clock / p. 42Activity 12 - Meals at school / p. 43Activity 13 - Changes at the school / p. 44

Chapter IV - MY TOWN /p. 45

Activity 1 - Your Town-Little Coat / p. 46Activity 2 - My name is District / p. 47Activity 3 - Letter addressed to the mayor of your town

/ p. 48Activity 4 - The wireless district / p. 49Activity 5 - Pro/Con who am I? / p. 50Activity 6 - Can you hear its music? / p. 51Activity 7 - The model of the district / p. 52Activity 8 - ENTRY RULES / p. 53

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Activity 9 - Prepare for debate with Town Council / p. 54

Chapter V - ME AND MY WORLD: CHILDREN´S RIGHTS / p. 56Activity 1 - Stories about children’s rights / p. 57Activity 2 - Changing the WORLD Campaign / p. 63

APPENDIX / p. 65How to organise a videoconference / p. 66Lesson plans / p. 82

CHAPTER I

Knowledge and self-awareness activities are designed gradually as levels of complexity and can be adapted to the objectives pursued and the age level of the students.

Authors:

Ioana Ghiban (RO)

Mariana Negrilă (RO)

Ingrid Pujol (ES)8

Activity 1

Write about yourself!

Iam

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Activity 2

Self portrait

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Activity 3

Comics: A day in my life!

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Name:

Surname:

Date of birth:

Class:

Name of school:

Photo

Activity 4

My card

Activity 5

Numbers in my life!

date of birth

age

height

weight

clothes size

shoes size

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Activity 6

Superlatives

My favourite:

friend …………………………….............................…….

flower ……………………………............................…….

animal ……………………………...........................…….

colour ………………………………............................….

sport ……………………………...............................……

cake …………………………………................................

artist ……………………………….....................…..........

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holiday destination ……………………………........…….

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Activity 7

Anagram

Write the name listing the letters from top to bottom.

Next to each letter write (horizontally) adjective which describes you. (The first letter from each adjective has to be from your name)

Eg: T alented

O rganized

M odest

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Activity 8

I’ve grown up!

Find a photo for different stages in your life! You can add comments, too!

New born

Photo

Kindergarten

Photo

Elementary school

Photo

Activity 917

Me in Story World

Choose a picture with your favourite character (from stories or cartoons). Use a photo of yours to replace his/her face, then complete the table below.

Compare him/her with yourself!

Similes Differences

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Activity 10

Me walking in somebody else’s shoes

Choose a picture with your favourite artist/sports person. Use a photo of yours to replace his/her face, then complete the table below.

Compare him/her with yourself!

Similes Differences

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Activity 11

1. To be a trustworthy child, your personality should be based on some coordinates. Think twice before completing this table:

FeaturesWhat do you think they

mean?

The definition according to the

dictionary

Responsibility

Punctuality

Integrity

Stability

Effort

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2. Describe in each square an event that proved your good character and which made the people around to trust you:

At school At grandparents

At home In your group of friends

ResponsibilityPunctuality

Integrity Stability

Effort

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Activity 12

The Map of my Heart An activity about emotions puts the child creativity to work and can give better results because the little ones express their emotions and feelings much more easy through games.

Target and our destination was his own heart. This is what results when proposing a child to associate feelings with reliefs and talk about them: The Map of the Heart.

Like any explorer, we established a plan of travel and some "ways of working". For the purpose of this inner journey was the mapping of their own hearts, we discussed at the beginning about the cartography and about conventional signs, about landforms and how they are plotted on a map. And we talked about something important: emotions and feelings, because as I said, the place to be explored was not a geographic territory.

After all these have been established, we started the journey. Each child made associations between landforms identified and the list of their feelings. So occurred Mountains of courage, The Plain of Friendship, Love Sea, The Forest of Fear, Sadness Island and much, much more. In the outline of a heart, every child has drawn landscape feelings and realized the map, which was accompanied by a description, a kind of "tourist guide" of a unique and unrepeatable territory. Each child has his own map of the heart and all maps will feed into an atlas.

Essential lesson at the end of this project was that in the heart of each of us there is joy, fear, love, trust or confidence, courage, fear and sometimes hatred, sadness and happiness and everything takes on new meaning when we begin to know better our emotions .

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Activity 13

My personal poster

Each child should prepare some pictures, drawings, post-it or any other materials they can use in order to create a poster. Teacher can prepare some sentences with the same end or the same beginning for all and leaving the kids to choose the inside ideas.

The point is to underline in my own poster the best of me and what can I do alone, what are my hobbies, likes and dislikes, which abilities recommend me as the best for a “job” or as “the best” friend/ schoolmate/ student.

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CHAPTER II

The family is the social nucleus that students have to recognize and respect it, and within it, all members must have responsibilities and learn to develop harmonious relations.

Authors:

Ioana Ghiban (RO)

Marcello Brondi (IT)

Dimitris Tsakalos (GR)

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Activity 1

My Family Tree

Write the names of your relatives!

me

brother sister

mother father

maternal paternal

grandparents grandparents

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Activity 2

My family responsibilities globe

Write on each sheet of paper a responsibility you have in your family. Cut the paper! Glue all the sheets in order to make a paper ball (like a globe).

See photo!

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Activity 3

Family portrait

Draw your family inside of frame line!

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Activity 4

Who do I look like?!

Do you resemble your mother or father? Tick the correct answer!

Mother Father

my eyes

my hair

my nose

my smile

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Activity 5My mother

Write the missing information about your mother!

My mother`s name is ………………………. .

She is tall/ short, slim/fat/ plump. She has got blonde/ brown/ black hair and blue/ green/ brown eyes.

She is a/an …………………………….. (job).

She is good at…………………………………. .

She likes ……………………………………….. .

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Activity 6

My father

Write the missing information about your father!

My father`s name is ………………………. .

He is tall/ short, slim/fat/ plump. He has got blond/ brown/ black hair and blue/ green/ brown eyes.

He is a/an …………………………….. (job).

He is good at…………………………………. .

He likes ……………………………………….. .

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Activity 7

The perfect gift

Dear Santa Claus,

My name is ……………………….. and I`m really looking forward to seeing you soon.

Please, bring a/an/some ………………………… for my mother, and ………………………………………… for my father and for my siblings …………………………………….

Thank you a lot!

PS : I wish you would bring me …………………………

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Activity 8

Quiz!

Write the first answer which comes to your mind!

In my family:

…………………… washes the dishes!

…………………… wears glasses!

…………………… dusts the furniture!

…………………… changes the light bulbs!

…………………… watches cartoons!

…………………… sings in the shower!

…………………… drives a car!

…………………… feeds the pets!

…………………… makes the best cake!

…………………… reads stories!

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Activity 9

24 hours of a day

In this picture each “slice” represents the 24 hours of a day.

How much time do you spend with your loved ones every day?

Colour the “slice” accordingly using different colours!

mother red father green

brothers/ sisters orange other relatives yellow

other people blue

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Activity 10

How often do you and your family do these activities in a month?

every day

often sometimes rarely never

go to the cinema

play sports

go to the park

play board games

cook

have parties

go cycling

go to the theatre

go to the zoo

go swimming

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CHAPTER III

School is the place where students spend a lot of time, where they got formed and informed. Children learn to select what they like and do not like and how to follow the steps to get changes, in order to have an ideal school.

Authors:

Helena Jesus (PT)

Mariana Negrilă (RO)

Esra Tanatar (TR)

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Activity 1IDENTITIESAll the things, people or animals have names that identify them and make them unique.Considering that, write the following identification names:

My school

My name

My form/classMy school head master

My form teacher

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Activity 2DRAWINGFor sure your school is special and you will be pleased to draw a picture where you can show us how beautiful it is.Make your draw below inside the frame line.

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Activity 3

COMPLETE THE DRAWINGA friend began to draw his school below on this page, but he didn’t finish it. As you can see it is missing at least one child, one tree, one flower, the sun, and everything you like to see in a school. After that you may also paint it.Can you help him finishing it?

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Activity 4SCRABBLE TABLESometimes it is difficult to know where the words that we are looking for are.I believe that it is easy to you to find them.Take a look in the table below and find, in all directions, the following words:

TEACHER PENCILFRIEND LEARNSCHOOL READ

CLASS DESKMATH BOARDBOOK GLOBE

X M A S T E R I G H T S T O

A A G Z I G L U S I S T E R

C T E A M R Q S I L E A R N

F H E B I J A W S T Y N M B

R S M A L L Q A O G H D A Q

T V C S C H O O L X M G L S

H E A G L H Y O E A P H B R

J I G L O B E S K P E J T Z

B A E Z U X F R I E N D W T

O B O A R D E H M T C E R U

O A E M I A M T O P I S Q W

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K Z X V D W S C O D L K F S

E D F S Q A X S V M N P T E

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Activity 5LABYRINTHThis is the first school time that this little boy is going alone to the school.He has some doubts about the correct way and is afraid to get lost.Let’s go help him go finding the right way to school.

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Activity 6SCHOOL CALENDARYour school periods time occurs only in some parts of

the year.Tell us the days of the week and the months you have

to go to school.

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Days of the week

Months I have school

Activity 7AN IDEAL SCHOOL TIMETABLELet us know your IDEAS for an ideal school timetable! You can use words, pictures, stickers, symbols and so on!

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Activity 8GIVE ME 5!Draw your hands and write on each finger from the first one some of your best qualities (funny, smart, nice, hard worker, optimist, friendly, open-minded, altruist etc). You can use your favourite colour!Then give the other drawing with the hand to your friend/ colleague to complete about himself / herself. So you can know each other better, faster, easier.

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Activity 9

KEEP THE SCHOOL TIDY Keeping the school neat and orderly is the responsibility of all those who daily attend it.There are some activities that you can do to build a neat and safe place.Can you identify them?

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Activity 10COUNTING CLASSROOM OBJECTSFill in the table, telling the quantities you have in your classroom.If you want you can add other objects that you have in your room.

OBJECT NAME QUANTITY

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Activity 11THE CLOCKDuring the day there are moments that we have to take time in account. Identify on the clocks below, at what time you do the following activities:

Wake up………………………… ………………………….

Arrive at School ……………. ………………………….

Lunch …………………………… …………………………

Go to the playground ….. …………………………

Finish the School …………. …………………………

Arrive at Home ……………. …………………………

Go to Sleep ……………… ………………………

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Activity 12

MEALS AT SCHOOLWhat are your favourite foods at school?Draw and write the name of some of them.

Activity 13

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CHANGES AT THE SCHOOL First of all we asked the children what they would like to change in

the school if they could. The children had to make suggestions. They discussed them in the class. One representative from each class wrote them down and they handed them to the Headmaster. He and the teachers of our school decided what could be done and what was impossible for the current situation. The decisions taken were six, one from each class.

The 1st Grade planted new trees in the school yard. The kids went to the Municipality’s seed bed and took the plants. They were responsible for planting them, putting a fence around to protect them and watering them.

The 2nd Grade wanted to start a recycling programme at our school. They went to the Mayor and asked for a paper, aluminium and plastic recycling bin. When the bin was delivered, they informed the whole school about what can be recycled.

The 3rd Grade decided to make a pedestrian crossing outside our school. Their teacher helped them paint it by themselves.

The 4th Grade asked for a projector in their classroom. The Parents Association financed their wish and now they have their own projector.

The 5th Grade wanted new musical instruments in the music lesson. The headmaster wrote a letter to the local department of the Ministry of Education and they were willing to supply them to us.

Finally, the 6th Grade decided to organize a library in their classroom so to relax with reading during breaks. The Headmaster brought the bookcase from the teacher’s office and the children brought the books from their houses. They wrote them down and they set the librarians changing every week. The children were really excited with the changes made because they were the ones who took the decisions and fulfilled most of them.

CHAPTER IV

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Activity 1

Look carefully at your town. Do you think you can compare it with a little coat you wear every day?

The front part, back, sleaves can be the districts, whereas the buttons and the pattern on the coat can be the blocks of flats, houses, trees etc.

Being an active citizen means to identify what is good and what is bad for you and your town / your environment. When the change becomes necessary, citizens have the duty to get involved. Steps to get a change were developed after the experience of the students involved in the Comenius project.

Authors:

Renata Rădulescu (RO)

Grazyna Tucholska (PL)

Maria Bassegoda (ES)

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Draw on „Your Town-Little Coat” whatever it can make more beautiful.

When you lose a button you sew it. Do the same with your town/ district. When a tree dies or you step on a flower, plant them back.

Why don’t you try to do this, the next weekend together with your mates?

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Activity 2You have seen how ”Your Town-Little Coat” got life using your

coloured pencils. But have you really seen it? Just walk in your residential district and notice carefully everything around you.

You need a camera and a lovely weather for the trip.

Divide the class in the following groups:

One who takes photos with blocks/houses; With churches, shops, schools; Alleys, streets, pavements, parks, trees, flowers; Places for collecting garbage or litter; Trash, rubbish thrown all around;

Try to catch from different angles of the objective you want to photograph and get the details.

You will change information with your mates when you come back in the classroom.

If there isn’t any possibility to print the photos, these will be shown via a projector and a conversation will take place while watching them.

What do you like/don’t like in the district you visited?What does it suit the district/what doesn’t?What would you like your district to have?What does your district lack?

If you noticed garbage, litter maybe you start a campaign with your mates ,,Let’s do it!”. Using plastig bags and gloves, pick up everything because you like your little coat to be clean!

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Activity 3 You visited your residential district from your town and you saw a lot of beautiful things but also some that you didn’t like. You can’t change them by yourself so today, together with your mates, write a letter addressed to the mayor of your town.

Write that you want:

More green areas/parks;Many playgrounds;Mending the pavements;Setting some traffic signs;Rearranging the spaces for collecting the garbage/litter;Other things you are interested in;

You can take the letter/petition to the mayor by yourself, with your mates and the teacher, or parents.

Pay a visit to the Town Hall and you can leave the letter there.

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Activity 4

What do you want your district/town to look like? Think of blocks/houses, streets, green areas, shops. You can realize these in a drawing called “The wireless district”.

A district can’t be realized only by one person but a lot, so you will draw with your mates.

The class is divided in many groups (in rows so that the drawing passes easily from one pupil to another). The teacher gives the signal and the first pupil from each row draws, on an A3 paper, a shape that suggests a building. After he/she finishes he/she passes to the pupil at the back. This one goes on by drawing another shape/block/house/shop and so on till the last pupil. The drawing comes back to the first pupil who adds windows and doors at the drawn building and then passes on. Vegetation, people in different situations, birds etc. will be added.

Free talks on the drawings:

What does your drawing show? Are you satisfied of the result? What elements fit/don’t fit the drawing? Who will live in this street?

Make an exhibition with your drawings in the classroom!

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Activity 5 Each inhabitant has the right and duty to be informed about what will happen in his/her district and in his/her town. Anyone who builds must think at his/her neighbours.

Today, we’ll start the game: Pro/Con who am I?

Divide the class in three teams and by tossing you will be:

INVESTORS LOCAL COMMUNITY ENVIRONMENTALISTS

Write down pro/con arguments from your team point of view. Describe in front of the class!

ARGUMENT

PROS CONS

Talk to the team in elaborating the arguments. Don’t think only of your benefit but the others, too.

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Activity 6 You have visited and drawn your district/town, but have you ever heard it? A lot of movements and noises are heard everywhere...

Look at a block of flats! Can you hear its music?

Today we’ll try to write songs for all the buildings you see out of your classroom window. Establish a similar code with the other pupils!

Example: If you notice a four-storied block out of your window, you will be able to write the following song:

Singing ta,ta, ta, for each floor; Clapping hands for each balcony; Snapping fingers for each window;

You can whistle, stamp your feet, beat the desks with your palms. You can sing alone or in „chorus” with your mates.

EACH TYPE OF MUSIC HAS ITS OWN RHYTHM. THE SAME THING HAPPENS WITH THE BUILDINGS YOU SEE.

You can create the song of the block/house you live in with your family when you are at home. While walking in the street you will see all the buildings differently: wrapped in their harmony and rhythm.

Activity 759

Today we are building the model of the district you live in. You need different materials, recycling ones such as: paper, cardboard, plastic bottles, polystyrene for wrapping, magazines.

Don’t forget the glue, the scissors, the crepe paper, the sticks, the strings, the adhesive paper.

Each pupil builds a block, a house, a shop, trees, streets etc. Then they put everything on a polystyrene piece.

The arrangement of the district can be as you like. For example: it can be “The Green District” and the main colour will be green. It can be “The Future District” and you can imagine the district as you like: with a lot of playgrounds, green areas etc.

Exhibite the district in a visible place in the school so that everyone can see it.

Congratulations for your work!

You can ask your parents’ help. It can be one hour work: pupil-parent. Afterwards, you all live in the same district

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Activity 8ENTRY RULES of pupils from Catalonia

OBJECTIVESThe purpose of the call is the selection of five proposals to improve the image of our city and the lives of its inhabitants.

PARTICIPANTSAll students can participate in 1st, 2nd and 3rd ESO with a maximum of one writing.

FORMAL REQUIREMENTSProposals must include the following documentation:

1. Document with the full name attached on a closed envelope, identified with pseudonym written on the back of the work presented, to preserve anonymity until the election winners .

2. Delivery Format: PC will be presented in A4 format. You can include images.

TIME AND PLACE OF DELIVERYThe deadline for submitting works will be on Thursday 27 November at the tutoring classes. Any work received after that date will not be taken into consideration.

JURYFor the evaluation of the proposals there will be a jury, made up of: teachers staff, equip ManagementMust be presented to the jury anonymously.Any problem that arises and is not expected to Bases will be missed by the jury.

RESOLUTION OF THE CONTEST5 proposals that are selected by the jury will be published on the school website and delivered to the mayor of Vilafranca.Having been selected will be a merit to be eligible to travel to places that are scheduled as part of the Comenius project .The communication of the decision of the jury will be announced on 12th December 2014.

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Activity 9Prepare for debate with Town Council – children from PolandStep 1. Identifying most common interests.

- Students in class write on pieces of paper what they like doing. Each activity on a separate piece. Sticking notes can be used. /This may be based on collage work of students - a self portrait made of pieces of magazines with pictures representing likes of students. /

- They come to the board and pin or stick them in such a way that the same activities are in a group.

- Divide class in groups of interests - choose three most popular activities- The interested children / for example those who like playing football / list

places where they can do it.

Step 2. Identifying problems- Students put some markers representing the places and they put them on

the map of the town. / one colour for one type, so 3 colours will be on the map /

- Each group gets a big piece of paper, one student draws as many circles as there are places. The circles should be big enough for students to write information about places.

- They write positive / in blue / and negative /in red / things about the places. / e.g. big place, many children can play, not always open, no adult person to help them anytime, etc.

- Each student has to give /write on the chart / +1 and -1 to the most important positive and most important negative thing about the place / students should choose according to their needs and impressions, and to the places they know.

- The students who worked on two other interests may also give their points if they are also interested

- On separate pieces of paper, big ones, the group writes the problems that got the biggest number of -points.

Step 3. Identifying solutions ***- Students now brainstorm to put down as many ideas to change the situation

as they can. - Students find out what they need to solve the problem, what they can do, if

they need any help, if they need money, - Students make the list of people who can support them to make the change

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- They think and write about anything they may need to do to get support of the VIP - identified decision makers/ facts, photos, check information /

Step 4. Making a plan- Students arrange the steps they should take remembering about the time

order of the things that should be done- They estimate time necessary to make the things happen and make a

timetable and deadlines- Students decide who will be responsible for each step.- They decide on the date of the next meeting in order to inform the others

about the process.

Step 5. Implementation- Students conduct the work they had identified as something they can do

themselves.- Students prepare materials to be presented to people who can help them- They check information, take photos, do interviews- They meet with supporters, take notes about suggestions from the

supporters- Students revise the plan and make necessary changes in their plan. /The

example may be: the problem is they want to play football matches with another group of students - they make a poster to invite another group at a certain time to schedule the match, they leave necessary information; they check if their idea brought the positive result/

- Students discuss their ideas with decision making VIP like Town Council etc.

Step 6. Success- Students inform the school community about the results of the meetings, do

the work they assumed, thank all the people who were engaged and celebrate the success together..

Teacher assists students to help them if they are stuck, lack ideas, do not understand. Teacher may help to organize a meeting with some authorities.

*** Step 3 - from this step the work may be done by the students’ council. - At the meeting of the students’ council representatives of classes present

problems identified in their groups. - Students choose the problems to solve / the most common for the school

community, those that do not require money, those they can solve themselves, those for which they found good supporters, / they justify their choice.

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CHAPTER V

Children's rights have been established and are required to be complied with anywhere in the world. So that every child can develop harmoniously and become an active member of the society.

Authors:

Grazyna Tucholska (PL)

Badea Carmen (RO)

Enuţă Primavera (RO)

Pupils: Dragoş Andreea, Ali Cidem and Irina Florea, Aida

Teleanu, Dimu Purcarea, Ana Breban, Buga Mariana

(RO)64

Activity 1

CHILDREN’S RIGHTSEducation forms the child for life

The child, like any other people, is a rational and sensitive human being person. But the child unlike the other people, is extremely vulnerable being almost entirely devoid of defense. That reason, people have agreed to offer them a special status by which to protect them and offer them optimal standard of living and development. They were all brought together in some rules, called children`s rights. One of the most important rights is the right to education.

Education should be free and accessible to everyone. Moreover, education is essential in ensuring human rights. Worldwide, many children are deprived of education for several reasons:

- are put to work;- are recruited into armed forces;- their families cannot afford to pay for education;- discrimination and racism they limited the chance of receiving education;- family violence. Tuition fees and other costs of education represents a barrier. These costs, which most often are called ' voluntary ' (matriculation fees or examination) are a big burden for children from poor families. These affect those belonging to minorities. The girls are the first to be withdrawn from school, no boys, when not enough money for all the kids.

In Romania, children are deprived of their parents, sometimes even of elementary rights such as education, health and independent living. The right to education, to health and independent living, to autonomy are the main rights of children are violated in Romania today. Specifically, specialists point out that the first right of the child who is violated in Romania is the right to education, and the main culprits of this are parents, who in turn were not part of a complete education and encourages children to go to school.

The child has the right to be brought up in an atmosphere of affection and physical and moral security. The child has the right to receive an education that would allow him to develop his personality and skills, the child has the right to dignity be respected. The child's right to life, the right to physical and mental integrity be guaranteed.

Education in our country is free of charge. First class in ninth grade the child is forced to attend school, the responsibility for the children's attendance in school and for the success of the children's parents. Parents can choose the school, regardless of their place of residence. The choice of educational institution in the child attained the age of 10 years is taken into account.

Every child has the right to rest and vacation, attend games, fun, age appropriate events as well to participate in cultural events and make art. The child may attend the creative circles of schools, culture houses. In summer, children have the right to rest the rest camps or summer camps, or to go along with parents in sightseeing tours.

Children who refuse them the right to education today will become tomorrow's illiterate adults. Many children are excluded from school because they belong to ethnic minorities, have different

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cultures, or because the disgruntled families (here we can talk about HIV-positive children or those who suffer from a disability). The first victims of exclusion, the kids of streets, often forgotten by authorities responsible for their education and integration, become quickly covered the entire societies contempt.

The right to education is a fundamental right of the child to its evolution to adult life.

Buga Mariana 7th A, Romania

THE RIGHT OF THE CHILD TO HAVE EDUCATION

Now, we are enter, with your help, in a poorly house in which there are two children, Mircea and Ioana, and a single parent, their father. Their mother died when they were very young, and now they live in extremely condition, they are subjected to hard labor, at begging and they haven’t part of anything that should, while their father gives everything on drink. All the day the children hear only ,,Move!” or ,,Bastard!” and a lot of insults and they haven’t part of the one of the most important rights, The Right to have Education. In the few moments when they have part of peace, they look of the house gate to all the children who are happy, by going to school and can see the tears on their cheeks, because they would like. The teacher of the school hearing this, from other children, make a meeting with parents and he says each can give us for help Mircea and Ioana can come to school and lead a normal life for their age. Some people give supplies, other people give clothes; some people even gave them food package. When the children starting go to school. Their father was very dissatisfied so he left them. The children were taken of a family with a big soul from village which have not children, and they wanted so much. Now, the children have part of what they need, they go to school in the first class, the colleagues are very nice with them and they make feel good, were quickly made friends with all class and they have high scores. In their eyes sadness is not seeing, seen only joy and hope in a new beginning.

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Dragoş Andreea 7th A, Romania

The children’s rights One day Monica decided to join a meeting with children from other countries, she was the Romanian representative for the children’s rights .She got that right by winning the first prize at a national contest ”The children’s rights and duties in Romania”. It was summer and the meeting took place in the children’s camp from Navodari. She was amazed by the number of children from the whole world, including: Nigeria, Ethiopia, North Korea, China, Egypt, Afghanistan. Each child spoke about the rights he or she has access to and about the rights he or she doesn’t, in the country he or she comes from. She was astonished to find out that on Earth there are children who don’t get an adequate standard of living, health care, education and services (the Ethiopian and Afghan children), children who don’t have the right to be protected against physical violence(Nigerian children). When it was her turn, Monica was proud to tell everybody that in her country all the children’s rights are respected.The children’s meeting finally made them understand that it is important to fight together in order to get respect for all the countries in the world. Pupil Ali Cidem and Irina Florea 4th C grade , Romania

1. A family without children is an incomplete family. The most important moment in a family’s life is when a baby is born. A newborn child is the biggest wonder, a happy reason, both in the baby’s family

and for the relatives.

When a child is born, he or she gets from God a talent; a skill the child should be the best at when he or she grows. From his or her family the child gets a name, the right to become a citizen, the right to live and to

be educated.68

But the most important thing is that the child has the right to have a peaceful and happy life in his or her family

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A moving storyOn the 10th of November 2014 I heard in the newspaper a rumour

about a little boy who was abandoned by his parents and lived with his grandparents. His name was George.

After three days of looking for him, I found the house where he lived. I knocked at the door. A poor old woman opened the door. She was very sad. I asked her: ” Good morning! Why

are you sad?”“Well, I have a 10-year-old grandson who works a lot. He helps me in

the house, he does the shopping for us, in one word he is very hardworking. But he is also a good and kind kid and we don’t have

money to buy him all the necessary things, she told me. “Can I talk to him?” “Of course, do come in.”

George was crying, so I asked him: “What’s the matter, why are you crying, George?”

” I have no parents, no friends. Although I have my grandparents, I feel lonely”

So, I decided to help him. I stuck leaflets on many trees so that people could find about George’s situation. And after a month a lot of people

donated a sum of money for him.I bought many things he needed for school- books, copy-books, pencils, a schoolbag, but also toys and clothes. We went to school together and

he burst into tears because he had never thought that somebody would do so many things for him. I saw a smile on his face and he said” For the first time in my life I think I have a life. Thank you very much!”

3. Not to be deprived from his or her childhood, the most beautiful years in the child’s life, he or she shouldn’t work, he or she should go to school , do his/her homework. This child has the right to relax, to

rest, to play, so the right to have a holiday. In his/her free time or while on holiday the children has the right to practise different activities such

as: games, sports, dances, songs and poems.

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Aida Teleanu, 4th C grade, Romania

The story of a 10-year-old boy At 10, without parents, Andrei works like a grown-up. A child like 10-year–old Andrei should go to school and enjoy himself in his free time. But Andrei has to work hard to earn money he needs for food and clothes. He works in a restaurant where he lays the tables for anniversary events. Andrei lives with his grandparents. I spite of this, he needs some money desperately for his own notebooks, textbooks, and food. You know, his grandparents are too poor to help him as well.Today we have met Andrei:“Hello, Andrei!”“Hi, Dimu!”“Andrei, why don’t you live with your parents?”“I’d love to, but they have gone abroad to work hard for a better life for all of us. I’ve already got used to this situation.”“Thank you for allowing us to interview you!”“You’re welcome! Have a nice day!”“You, too!”If you want to offer support to Andrei, call 072301234.Please, read the next interviews, too? Dimu Purcarea, 4th C grade, Romania

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I am human, tooMy back aches. My feet hurt. The sun is burning my skin. I am still walking. There’s no water here, only the one I carry in a bucket over my head. I wish I could drink it bottoms up right now, but I have to give it to my family. I’m 10 years old and my name is Louise. I live in Africa. I can’t write, read, I’ve never seen a book in my life. I’ve never been to school. We can’t afford it. I sigh as I see my little sister. I’m home. People say it’s almost like a trash can. They call it garbage. I call it home. My sister smiled when she saw me. I put down the bucket. She started drinking. I can tell she was really thirsty. My mum came to me and put an arm over my shoulder. She smiled. She was too exhausted to say ”Thank you”. I smiled back. It’s just the three of us now, since my dad died. I don’t want to talk about it.“Do you want some?” my little sister asked.“No, give it to mum” I answered. She did what I had said. Mum was thirsty, too. She drank the whole water. She looked me in the eyes terrified. There was no water left for me. “I’m so sorry”, she whispered.“It’s OK, mum!”Two. It’s been two days without water. I feel tired. I’m so sad that I need water to survive. But, I’m happy I gave it all to my family. Perhaps in few hours I’ll be able to go for another bucket. Perhaps in few years we’ll be better. We’ll live elsewhere. Me and my sister will go to school, without any worries. Mum will wait us with hot meals on the table. And we’ll have plenty of water. We’ll have a safe roof above our heads. We’ll have friends. When we get older, we’ll fall in love, get married and have children.

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Perhaps one day we’ll be happy! Ana Breban, 7th B, Romania

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Activity 2

Changing the WORLD Campaign

Step 1. Decision making.

- Teachers decide about younger classes 1-3 to participate in activities helping to understand the life of children in other continents. Each class chose one continent.

- Students from the school council after consulting their classes decide to participate in an action advertised by UNICEF Poland - “Wszystkie Kolory Świata” All Colours of the World and announce the decision during the Day of Children’s Rights.

- They decide on continents to explore by drawing lots, each class 4-6 has one continent to learn about, its facts, life

- Students and teachers decide who can help them with learning about life in other continents through lessons, meetings and videoconferences.

Step 2. Planning and learning activities

- After research students, parents and teachers find missionaries, students and ethnographic museum

- Teachers plan activities to help students explore culture at their subjects

- student read tales from different continents and paint pictures in different techniques

- students prepare powerpoints to learn about living conditions, facts and culture

- younger students collect information, pictures and stick on class posters.

- AIESEC students from different continents invited to school have lessons with all the classes and talk about life in their countries, show presentations, answer students questions

- missionaries invited to school, in the local nunnery and via video-conference talk about life of children in their missions

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- In the ethnographic museum children learn about traditional music, art, culture in different continents

- videoconference with artists who work with children- designs for the dolls are distributed in classes and are easily

accessible in the school corridor- students and their parents sew dolls of the same design and dress

them in traditional clothes, each child chooses the name and invents life facts of the doll and its dreams for the future

- students write a short portfolio for the dolls- school theatre group and groups of students from each class

prepare a program for the show about continents- School invites VIP from the area and parents to participate in the

auction of dolls

Step 3. Results- teachers organize the exhibition of students works in the local

culture centre and collect money to send to South Sudan for building wells

- Teachers and students organize the event - school festival “All Colours of the World” to revise information about continents and conduct the doll auction to collect the money for UNICEF for vaccines for the children in South Sudan

- students have quizzes of knowledge - Teachers, parents and students from the school prepare a festival

to play with the art and music from different parts of the world.

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HOW TO ORGANIZE A VIDEOCONFERENCE:

With a partner school:1. To have a good video conference, it’s necessary to decide on the

subject in agreement with the partner;2. Before starting the work, decide which aims to reach in order of

different kind: language skills, cultural skills, social skills;3. Organize school activities about the subject related to different

language competences (a specific vocabulary, tenses, ask questions and answers…).

4. Keep in touch with partner to work “in tune” and decide together how to perform the video conference;

5. Decide on a group of students (not large, better less than 10, so everyone can be involved) who take part to do the video conference;

6. The video conference could be divided in two meetings. Document and record, if possible, the video conference;

7. Think over the work with pupils the days after, to recognize what was good and what was wrong in the experience.

With external organization1. After deciding the organization, explain to the pupils their scope

of intervention (find websites, news reports, and so on…);2. Talk with pupils about what they know and explain what that

organization is:3. To meet an operator (volunteer, an expert or employee) who can

explain and can answer to the students’ questions;4. To have the video conference with the people who work “on the

ground”.5. Think over the work with pupils the days after, to recognize what

was good and what was wrong in the experience.

Example:

Videoconference about typical food

1. With the Romanian partner we decided to show a simple Italian recipe, and they would show us a Romanian typical recipe;

2. Work to improve vocabulary: fruit and vegetable names; kitchen tools; verbs (cut, mix, add, salt, take, put in, and so

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on…); some simple recipe to understand how to teach to cook.

3. Activities at school to recognize a dish, its ingredients and what we need to prepare it;

4. We agreed with the Romanian teachers to show them “Italian pesto” and they we would teach a “Romanian salad” and we said what ingredients they needed to prepare the recipe (the same for the Romanians);

5. A group of pupils learnt how to prepare the dish (and we made a video, to show);

6. We had two meetings: the first time Italians showed their recipe, the second time, the Romanians showed us their recipe;

7. Good experience, the pupils who were not involved showed to other partners in other videoconferences! (Some pupils had a contact from their home to teach and learn different dishes with partner!);

Videoconference with a NGO: Emergency

1. At school we talked about UN, its branches and about NGO. Pupils learned the difference between them. We found information about Emergency on their website, on our school book and in information material they produce;

2. We talked about it at school and made some posters about UN and its branches and about NGO organizations;

3. We had a first meeting with a volunteer who come at school for a workshop with children: they saw in a video where Emergency works, what do they do in war countries, but also played with special games (like crosswords or quiz) to know better what their work consists in. (We also had contact with this NGO because of a “Rights calendar” we made as Comenius project and we sold it at school);

4. We had a videoconference with the coordinators of Emergency in Italy and pupils could ask a lot of information about their work, who are the volunteers, how they choose the place to operate, how do they get money for their activities and so on;

5. We talked about this experience and pupils prepared posters about what they learned.

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Lesson plans for VideoconferencesProject Activity - Video conference

1 Title 2 Subjects

Our names with paper fragments of various colours ("trencadís")

English and Arts and crafts

3 Number of students 4 Age

GR - 20 - CT- 22 10 - 11 years old

5 Aims according to competences

● Get to know Gaudí’s style● Interact with students from other countries in an art activity● Exchange final products in the next meeting (Italy)

6 Procedure - during the videoconference

1. The students write a list with the materials needed to do the activity and some instructions.

2. The teacher sends the list to the other country teacher and they arrange a date for the videoconference. They also do pairs (one student of each country) to do the activity. The idea is that every child designs the name of a student from the other country (it’s a bidirectional activity).

3. During the videoconference they work on the partner’s name using paper fragments of various colours.

4. During the meeting in Italy, the teachers exchange the works so that the students can have their own name done by another student.

7 Preparation stages - what should be done before the v-c

1. The English teacher works on the vocabulary about the materials needed. He/She also gives them some tips to write the instructions.

2. The English teacher sends the list of materials to the other country teacher and they arrange a date for the videoconference. They also do pairs (one student of each country) to do the activity. The idea is that every child designs the name of a student from the other country (it’s a bidirectional activity).

3. Students draw the names in an A4 cardboard and cut little pieces of coloured papers.4. During the videoconference, they fill the names with the little papers while they interact

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with the other students.5. At the end of the videoconference, they show the final results. At the back of the drawing

they should write their full names, age, email, address… so they can contact each other if they want.

6. Finally, in Italy, the teachers exchange the drawings.

8 NOTES for other teachers :

You must prepare the pieces of paper before the VC. It’s better if the teachers send the list of students’ names before the VC so they can have the template.

Teachers: Maria Bassegoda - Catalonia Dimitris Tsakalos - Greece

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Project Activity - Video conference1 Title 2 Subjects

SPORTS English


IT-10 to CT-15 suitable from 8 to 14


● to practice the vocabulary of physical description● to practice describing people● to practice the vocabulary of sports● to practice basic questions


1. first the students greet each other2. then they describe a sportsman and the partner students guess who is it3. they describe a sport and the others guess which sport it is4. at the end they talk about their favourite sports, teams and players.


1. the English teacher works on vocabulary (sports and description)2. the students prepare the biography of some sportsmen3. the students write descriptions of sportsmen (clothes, team, physical appearance…)4. the students prepare guessing games


It is important that they make some research on sportsmen and women from the other country before the VC

Teacher Marcello Brondi - Italy and Íngrid Pujol - Catalonia

Project Activity - Video conference on Energy1 Title 2 Subjects

Energy Renewable resources of energy

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RO - 10 CT- 15 12-14 years old


Science: ● getting in touch with new resources● using the regenerable materials ● methods of recycling, reusing and reducing ● learning and using specific vocabulary ● learning the song of “Reduce, Reuse, Recycle”

English:● practise English vocabulary


1. Students greet each other saying:Hello, this is /the name of the student/age/hobbies-Romania and Catalonia 2. Each team presents the model for the resources they learned about 3. They share information in each team 4. They ask questions about the subject 5. One of the students explains the way of functioning 6. learning the song of “Reduce, Reuse, Recycle” https://www.youtube.com/watch?v=USo_vH1Jz7E


1. we divide the children into teams of 32. one team is going to make a poster - sun, one a model - wind and the third a PPT - water3. we send our partner the PPT and we share information, so they can use English4. the song of “Reduce, Reuse, Recycle” https://www.youtube.com/watch?v=USo_vH1Jz7E


It is good to give some activity to other students who are not speaking, it can be a better listening practice for them.

Teachers: Romania Spain - Catalonia Carmen Badea; Mincu Mariela Ingrid Pujol

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Questions - answers about our city English and crafts


TR - 20 - PL - 20 11 - 12 years old


English:● practice tenses Past Simple, Present Simple, Present Continuous, Future Simple


1. Students greet each other saying:Students can get information about cities for ex Warsaw in Poland or Istanbul, Turkey.

2. Each student continues telling about the weather ,geographical features ,capital cities of countries.

For ex: What is the name of capital city of Turkey?3. Then students ask questions about the geographical features of Turkey (İstanbul)?

For ex: Which is the highest mountain in Turkey? Answer: Mount Ağrı 4. Student can get information about special days of Turkey

For ex When is the Independence day of Turkey? Answer: 29th October 5. Some other students may take notes and they ask each other some questions about their

own counties.6. They can refer to the information later when doing some other activity


1. The English teacher works on the vocabulary about the countries2. The English teacher revises the use of tenses and structures3. Students make notes about the countries ,days before the videoconference4. Teachers send their own questions and answers about their countries 5. Teacher prepares chart with information about the countries.


It is good to give some activity to other students who are not speaking, it can be a better listening practice for them. Having some other activities may help you when the connection does not work properly and you will have to finish the activity.

Teachers: Grażyna Tucholska - Poland and Esra Tanatar - Turkey

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FOOD HABITS English and Science


CT - 20 RO - 10 12 - 13 years old


● Be aware of the importance of having a healthy diet.● Compare different diets with students of other countries, and write conclusions.


1. Each student has to fill a chart during a whole week, writing what he/she eats in each meal (Breakfast, lunch, dinner).

2. Students have to contact (Skype, Facebook, Hangouts, email…) every evening with another student from a different country to ask what they have eaten during the day.

3. After this week, they write conclusions with their classmates.4. Once they have their conclusions, the whole class do a videoconference to share them

with the other country.


1. The Science teacher explain them some important thing about healthy diet. 2. The English teacher works on the vocabulary about food. He/She also gives them some

tips to fill the chart.3. Students prepare the charts to complete the information about meals.4. At the end of the week the English teacher helps students to write their conclusions. 5. Finally, they do the videoconference.


It is very important to check that all students have been in contact and that they have exchanged information before the VC

Teachers: Íngrid Pujol - Catalonia Carmen Badea - Romania

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

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BREAKFAST

LUNCH LUNCH

DINNER

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Christmas Decorations Arts and crafts


PL - 25 + RO - 32 8-9-10 years old


● to practice motor skills and learn about other people’s Christmas traditions● listen to other partner’s languages ● have fun during activity


1. Teacher from one country presents the procedure of making the decoration, students from both schools make the decorations

2. Students on both sides show their ready decorations to partners.3. Teacher from the second country presents the procedure of making the decoration4. Students on both sides make them and show the results.


1. Provide the partner school with materials if not available in their country2. prepare craft materials for students: paper, wool, string, eyes, long bendable chenille

wires, oblates


In the meantime student can sing a traditional Christmas song or carol.

Teachers:Carmen Badea, Mariana Negrilă - RomaniaGrażyna Tucholska, Renata Abramczuk - Poland

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Weather report and weather forecast English and Science


PL - 20 TR - 15 11 - 12 years old


Science: ● identify proper clothes for each weather,

English:● practice tenses Past Simple, Present Simple, Present Continuous, Future Simple● practice weather words● practice clothes words● practice names of seasons, months, days,


1. Students greet each other saying:Hello, this is /the name of the student ….../ from the Weather Forecast Centre from /Warsaw in Poland or Istanbul, Turkey/.

2. Each student continues telling about the weather On Monday it was …… next student On Tuesday it was …. On Wednesday …Today it is ………. On Friday it will ……………. At the weekend it will ……... and finishes asking:And what was the weather like in Istanbul/Warsaw?

3. Then students ask questions about the weather in different seasons: winter, spring and the other side answers them

4. Students ask questions about clothes What do you usually wear in spring? when does it rain?

5. and answer like: In winter I/we usually wear X and Y.6. Some other students may take notes and draw pictures for a poster about weather and

clothes or mark the answers on the chart given by the teacher7. They can refer to the information later when doing some other activity


1. The English teacher works on the vocabulary about the weather and clothes2. The English teacher revises the use of tenses and structures3. Students make notes about the weather in the morning, afternoon and evening for some

days before the videoconference4. Students bring clothes to show or use the poster with clothes5. Teacher prepares chart with information about the weather and clothes.


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It is good to give some activity to other students who are not speaking, it can be a better listening practice for them. Having some other activities may help you when the connection does not work properly and you will have to finish the activity.

Teachers: Grażyna Tucholska - Poland Feyza Tanyolac, Esra Tanatar - Turkey

morning afternoon evening

Day of the week

temperature

wind rain snow

sky temperature

wind rain snow

sky temperature

wind rain ...

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

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Sculpture Constantin Brancusi in the world


RO- 10 PT- 10 12 - 13 years old


Science: ● to identify some common features of Brancusi sculptures. ● to learn and use specific vocabulary● using innovative and imaginative art projects to generate interest in his art

English:● practise Art vocabulary


1. Students greet each other saying:Hello, this is /the name of the student ….../ from Romania/Portugal

2. They ask questions about the subject3. Biography info exchange - models, PPT, art albums presentation4. The students present the modules they realized after the model received before5. Making model out of lego, papers and modelling clay in order to show our partners how to

connect the modules

6. The partners will use the model on the paper to create a 3D column7. Exhibition of the products


1. We divide the children in teams of 52. Each team has a task: life, studies and work 3. They look for information about his life, study and work (Google, Wikipedia, art albums)4. They share information in each team 5. One team is going to make a poster - sculptures, one a model - Endless Column /the

Kissing gate, The Silent table and the third a PPT - life and work.6. They ask questions about the subject7. The students present the sculptures they realized8. We send our partner the PPT and we share information, so they can use English

8 NOTES for other teachers:

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Having some other activities may help you when the connection does not work properly and you will have to finish the activity.

Teachers: ROMANIA PORTUGAL - Carmen Badea Alexandra Ribeiro - Ina Burduţă - Mariana Negrilă

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European Day of Languages English / Greek / Polish


PL - GR 9 - 12 years old


Language● get in touch with another European language● encourage to earn foreign languages and have fun through language


1. Students present names of fruit and vegetables using bingo with pictures2. They write names in the computer file created for the edition to share3. Students play BINGO

Students give the names of fruit or vegetable alternately - one in Polish and one in Greek until someone calls Bingo.


1. The Polish teacher should introduce the Greek alphabet to students2. The Greek teacher should introduce Latin alphabet to the Greek students.3. Bingo charts printed4. a document in google drive or padlet


You need at least 2 computers for the activity, one for the videoconference and one to edit the document.

Teachers:Grażyna Tucholska - PolandGeorgia Mastromichali - Greece

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Regular lesson plans:Lesson Plan - Food

Class: 5th grade Time: 45 minLearners: 12-13 Subject: FoodAims: Practice speaking competence in the context of European cooperationGrammar: Past Simple, adjectives – comparisons, expressions as looks like, smells like, tastes likeVocabulary: tastes, smells, feelings, verbs and ingredients connected with baking a cake process, partners' language words describing tastes and smells

here you can find ppt with verbs only http://www.slideshare.net/ipilia/cookverbspart with equipment, verbs and recipes http://www.slideshare.net/ipilia/festive-cook-book

Before you start this lesson you should:1. Introduce „making a cake” vocabulary” /verbs, ingredients, quantity/2. Provide partners with recipes and recordings of the process – video by students on making their typical cake.3. Bake the cake your partners have sent and bring to the lesson for tasting.1. Warm-up /10 minutes.

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http://www.slideshare.net/ipilia/festive-cook-book

http://www.slideshare.net/ipilia/cookverbs

Presentations of cakes on both sides. General impression on the cake – some students express their opinions. It looks like … It looks strange...

2. Presentation of new language / 10 minutes.

Students introduce words in their mother tongue they say to tell about tastes and smells.It is yummy etc.Students eat the food and share impressions

3. Describing the process in the Past Simple / 10 minutes.

Students come to the camera, introduce themselves and describe how they made the cake. We needed… and….we separated egg whites from yolks…

4. Impressions on baking the cake. / 10 minutes.

Students talk about the experience of cake baking.

5. Goodbye: 5 minutes

Revision of the new vocabulary

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Lesson plan - Dream SchoolClass: VIIth gradeTopic: Education and school

Aims:- To help students talk about education- To develop students’ reading skills- To expand students’ vocabulary- To develop students’ speaking and listening skills

ProcedureLead inAsk your students if they have (or had) a favourite or least favourite subject at school. You could tell them what you liked and didn’t like (and why) when you were at school.Write the following anagrams of school subjects on the board. Students unjumble the anagrams in pairs. Ask the first pair to finish writing the school subjects on the board.

1.STORYHI 2.GRAGEOPHY 3.THAMS 4.SICUM 5.LISHNGE

Answers: 1 History, 2 Geography, 3 Maths, 4 Music, 5 English

Ask students what else they study (or studied) at school. Are any subjects obligatory? What exams do people usually take before they leave school? What do they know about official school exams in Romania?Romania education: Full-time education in is compulsory for all children aged between 5 and 16 in Romania. Students can then continue their secondary studies for a further four years. Students usually do A levels at 18.

Task 1: Dream schoolTell the students that they are going to read a text called ‘Dream school’.Ask them to predict which of the following the text might be about:A) A dream interpretation school.B) A perfect schoolC) A school where pupils learn while they are sleepingHand out Task 1. Set a 2-minute time limit for students to read the text to check if their prediction was correct. (B ‘A perfect school’ is the correct answer)

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Students read the text again to decide if the statements in exercise A are true or false. Students compare answers in pairs then check as a class.Start exercise B as a class to find one or two examples of school and education vocabulary. Students continue in pairs. You could set a time limit of 4 minutes. Ask the pair with the most words to read out their list then invite others to add to the list.Ask a student to read out the first couple of items on the ‘ideal school’ list in paragraph 3 and ask the others if they agree or disagree with the statements. Students can continue with exercise C individually and then compare in pairs. Do they have similar ideas to each other/ the children interviewed?Tip: Fast finishers can invent more school subject anagrams, like in Task 1.Task 1: Dream school

I always feel tired after six classes a day, so my dream school starts at 9:30 a.m. and ends at 2:30 p.m. There are three lessons in the morning and two in the afternoon. We can choose our favourite lessons to learn. We can spend more time doing some outside reading. The students do after-school activities for one and a half hours every day. We needn’t do a lot of homework. We are all happy to stay at school. Besides that, my dream school looks like a big garden. There are many kinds of flowers around the modern buildings. Sweet perfumes are diffused all around. If I want to have a rest, I can lie on the grass, listen to music by the lake or look out at the flowers from the classroom windows. The teachers here are kind and helpful. They are not only our teachers but also our good friends. The students are polite and friendly. We all know how to keep our school clean and tidy. There is no litter around the campus. I love my dream school. We will grow up to be happier there.

What’s your idea of a Dream school? A newspaper asked school students to describe their ideal school. These were some of the things that the children wanted:A flexible timetableNot so much homeworkSpeakers that play music instead of a bellA teacher-pupil swap dayA very big door so that everyone can go into school togetherAnother park round the playgroundMore flexibility to choose subjectsBetter whiteboards/new desks and chairs/video projectors in all the classrooms/laptopsA bigger building (with a theatre/festival hall)More stationery for pupilsLonger ICT lessonsNice, smiling teachersFriendly children

A) Read the text again and decide if these statements are true or false.1. You feel tired after eight classes a day.2. We are happy to stay at school.

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3. The teachers here are nasty and bored.4. The pupils are friendly and polite.

B) Underline all the words in the text related to school and education. Howmany words can you find?C) Read the ‘ideal school’ list in paragraph 3. Write a tick (✓) if you agreeor a cross (x) if you disagree. Compare your list with a partner.

Task 2: My dream schoolAsk the students which of the items on the ‘ideal school list’ in the text relate to students (e.g., friendly children), teachers (e.g., nice, smiling teachers), facilities (e.g., better whiteboards), materials (e.g., more stationery), the school building (e.g., very big door), discipline (not mentioned in text), exams (not mentioned in text).Hand out Task 2. Ask students for some ideas for the different categories on the table in exercise A and make notes on the board. Students then continue in pairs to invent their ideal school and make notes of their ideas.

A) Design your ideal school with a partner. Make some notes.FacilitiesMaterialsSchool buildingExamsDisciplineTeachersStudents OtherB) You are going to present your ideal school to the class. Use your notesto prepare a mini presentation.Useful language:Our ideal school is/has…We think that…We would like more/less…And that’s all.

Tip: If students have conflicting ideas about an ‘ideal school’ they can compromise and use some ideas from each partner.Tell the students that they are going to prepare a presentation. Ask them to read the instructions and useful language in exercise B. Give students a few minutes to prepare what they want to say for the presentation on their ideal school. Encourage them to use the useful language and to use notes rather than read from a script.

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Lesson Plan - Potatoes saladObjectives:1. Name the ingredients+ quantity/number2. Use the Imperative while preparing the food3. Use numbers, contents and containers4. Prepare the recipe5. Test and express feelings on likes and dislikesAIMS OF THE LESSON:

To show and prepare a traditional recipe in 45’-with pupils between 11-12 years old

To help students improve their grammar using different types of exercises

To improve pupils’ pronunciation and their ability of speaking in English freely

PUPILS’ PROBLEMS: Pupils may not be familiar with certain words

TEACHING TECHNIQUES: conversation, explanation reading the recipe

ACTIVITIES1. Name of recipe 1’2. Name the ingredients 10’3. The way of preparation 10’4. The preparation itself 10’5. Tasting the food 5’6. Opinions about the salad 9’7. Writing the recipe 5’

Feedback: to share the recipe and to prepare it and then to share opinions on taste (sour, salty, bitter, sweet) and smell.

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Lesson plan - Say NO to VIOLENCE

Class: 4th grade

Topic: Education and school

Aims:

- To help students recognize the form of abuse and violence- To develop students’ defending skills- To expand students’ vocabulary- To develop students’ speaking and listening skillsTeaching techniques:conversation, explanation, didactic game

Procedure

Warm- up: (10’)

Game “Pantomime”: Show a colleague that you want to get back with him without talking to him!

Presentation: (20’)

Divide the class into four groups, each group receiving one case study and four pieces of A4 paper to the four quadrants, each with a requirement related to the case. Divide the tasks into groups - each member will have to complete a part related to a number (numbers given are random in groups).Groups exhibit posters on large dials - one sheet of paper for every need - they will centralize the responses. Pupils will establish “victims and perpetrators” using images "emoticons”. The scheme aims to draw conclusions and the types of attitudes aggressive / violent.

Examples of aggressive attitudes: Physical: Verbal:-Hard-private fixed menacing - mockery

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-Direct or indirect threatening - reproach-Kicking - rude words-Throwing objects -irony, intrigue- Beating, pinching - gossip, grimace, etc.

Feedback: (12’)1. How can we prevent and combat these phenomena? From dials remove choices:• Positive thinking• Maintain open lines of communication• Flexibility• Avoid insults, humiliation, excessive hardness• Attention Tolerance

2. Students will complete questionnaires which show the degree of irritability and self-control ability.

Impressions : (3’) Who am I? Am I one of these?

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CASE STUDY SQUARE

I. Characters

Victim - Aggressor

II. Causes of violence

III. Form of manifestation IV. Methods for preventing and fighting violence

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Anti-Bullying Lesson PlanKids Bullying KidsStudents anonymously complete a survey about their experiences with bullying, evaluate the results, and discuss solutions to the problem.

Grade

3-5 6-8

Brief Description

Students anonymously complete a survey about their experiences with bullying, evaluate the results, and discuss solutions to the problem.

Objectives

Students will share their experiences with bullying in an anonymous survey. Students will determine percentages based on the results of the survey.

Keywords

bullying, survey, percentages

Materials needed [shop materials]

Bullying Survey, printed and distributed to each student, pencils or pens

Lesson Plan

Explain to students that you want to learn more about kids who bully other kids, and ask them to complete the survey without signing their names.

After you have had a chance to read the surveys, invite students to guess the results.

Read some samples from the students' responses. Ask a volunteer to help tally the survey results on the chalkboard; then ask

students to add the responses to each question. Help students determine the fractions or percentages for each answer.

Discuss the survey results, and brainstorm with students about what they can do to reduce bullying at school.

Assessment

Students will be evaluated based on their participation in the class discussion.

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Bullying Survey

DIRECTIONS: Please circle or underline the best answers to the following questions. You may have more than one best answer for some questions. You do not have to put your name on the paper.

Name (optional) __________________

1. Have you ever been bullied? Yes No

If you answered yes, how often did someone bully you? Occasionally Often Every day

Where did it happen?School Park Home Neighbourhood Somewhere else

If it happened at school, where?Hallway Classroom Playground Cafeteria Bathroom Somewhere else

2. Have you seen other students being bullied at school?Yes No

If you answered yes, how often did it happen?Occasionally Often Every day

Where have you seen other students bullied?Hallway Classroom Playground Cafeteria Bathroom Somewhere else

3. What kinds of things have bullies done to you or to someone you know?Called names Threatened Stole or damaged something Shoved, kicked, or hit Ignored

4. How much of a problem is bullying for you?Very much Not much None

5. On the back of this paper, list some of the actions you think parents, teachers, and other adults could perform to stop bullying.

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Bibliography and sitography:

Anca Maria Gaidos & Maria Neagu, Cetăţenie activă, Fundaţia Noi Orizonturi, 2011

Relu Adrian Coman, Magdalena Lixandru, Drepturile copilului în povestiri şi imagini, Ed. Sirdo, 1995

Rudolf Dreikurs, Cum să creşti copii fericiţi, Ed. Institutul de Psihologie şi Psihoterapie Adleriană, 2011

LIFELONG LEARNING PROGRAMME GUIDE 2013: http://www.llp-ro.ro/userfiles/part1_en13.pdf

http://www.anpcdefp.ro/userfiles/ COMENIUS_Ghid_BunePractici.pdf

http://www. didactic.ro http://www.slideshare.net/ipilia/cookverbs http://www.slideshare.net/ipilia/festive-cook-book http://www. SuntParinte.ro

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http://www.SuntParinte.ro/

http://www.didactic.ro/

http://www.anpcdefp.ro/userfiles/COMENIUS_Ghid_BunePractici.pdf

http://www.anpcdefp.ro/userfiles/COMENIUS_Ghid_BunePractici.pdf

http://www.llp-ro.ro/userfiles/part1_en13.pdf

http://www.slideshare.net/ipilia/festive-cook-book

http://www.slideshare.net/ipilia/cookverbs

Prezenta lucrare a fost realizată de echipa Comenius în cadrul proiectului Comenius Multilateral

„Children’s eyes, children’s hearts” (2013-2015), proiect finanţat de Comisia Europeană

prin Programul de Învăţare Pe Tot Parcusul Vieţii – Lifelong Learning Programme.

Comisia Europeană nu poate fi considerată responsabilă pentru conţinutul prezentului volum sau pentru întrebuinţările care i se pot da

acestuia.

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Guide for teachers and students "Children's eyes, children's hearts"

Education

Transcript of Guide for teachers and students "Children's eyes, children's hearts"