THE ACTIVITIES ADAPTED OR
MODIFIED AFTER
THE VISIT TO GREECE
MODIFIED AFTER
THE VISIT TO GREECE
Time: 2018. December – 2019. March
School: Riga Zolitude Gymnasium
Activities:
- Poems with the method of creative writing: Cinquain Poem Writing
- Propp method created works
- EXERCISES OF ASSERTIVE BEHAVIOR FOR CHILDREN
Activity: Creativity in Poems. Cinquain Poem Writing
Procedure:
- The first line is one word which is the title of the poem.
- The second line contains two adjectives that describe the title.
- The third line has three words ending in 'ing'.
- The fourth line has a four word phrase that relates to the poem.
- The fifth line is one word that can be a synonym of the title.
Example:
Flowers
Colourful, pretty
Smelling, blooming, swaying
Make me feel happy
Blossoms
Children try writing a cinquain poem themselves. Use the example to help them.
Activity: PROPP METHOD
Propp's analysis
Russian Vladimir Propp (1895-1970) analyzed many of his country's folk tales
and identified common themes within them. He broke down the stories into morphemes
(analyzable chunks) and identified 31 narratemes (narrative units) that comprised
the structure of many of the stories.
and identified common themes within them. He broke down the stories into morphemes
(analyzable chunks) and identified 31 narratemes (narrative units) that comprised
the structure of many of the stories.
Folk stories around the world form a web of connections and the same or similar stories
can be found in many places. These old stories also have formed the basis of many more
stories since and hence Propp's morphology is useful not only in understanding
Russian folk tales but pretty much any other stories.
can be found in many places. These old stories also have formed the basis of many more
stories since and hence Propp's morphology is useful not only in understanding
Russian folk tales but pretty much any other stories.
Propp has been both lauded for his structural approach and criticized for his lack of
sensitivity to subtle story elements such as mood and deeper context. Nevertheless,
his analysis provides a useful tool in understanding stories ancient and modern and,
after early influence on such luminaries as Claude L�vi-Strauss and Roland Barthes,
has become a classic of folklore and structuralist analysis.
sensitivity to subtle story elements such as mood and deeper context. Nevertheless,
his analysis provides a useful tool in understanding stories ancient and modern and,
after early influence on such luminaries as Claude L�vi-Strauss and Roland Barthes,
has become a classic of folklore and structuralist analysis.
He identified that “Five categories of elements define not only the construction of a tale,
but the tale as a whole.”:
but the tale as a whole.”:
1. Functions of dramatis personae (see below)
2. Conjuctive elements (ex machina, announcement of misfortune, chance disclosure – mother
calls hero loudly, etc.)
3. Motivations (reasons and aims of personages)
4. Forms of appearance of dramatis personae (the flying arrival of dragon,
chance meeting with donor)
5. Attributive elements or accessories (witch’s hut or her clay leg)
2. Conjuctive elements (ex machina, announcement of misfortune, chance disclosure – mother
calls hero loudly, etc.)
3. Motivations (reasons and aims of personages)
4. Forms of appearance of dramatis personae (the flying arrival of dragon,
chance meeting with donor)
5. Attributive elements or accessories (witch’s hut or her clay leg)
Whilst not all stories will contain all of Propp's narratemes, it is surprising to find
stories that contain none, and many modern books and movies fit nicely into his categories.
stories that contain none, and many modern books and movies fit nicely into his categories.
The 31 Narratemes
Here are the 31 elements of stories that Propp identified, plus their symbol,
interpretations and discussion. Note that some of these functions generally
occur in pairs, such as departure and return. They may also be repeated.
Few stories contain all elements, but where they do contain elements,
they will very largely occur in the sequence given here.
interpretations and discussion. Note that some of these functions generally
occur in pairs, such as departure and return. They may also be repeated.
Few stories contain all elements, but where they do contain elements,
they will very largely occur in the sequence given here.
1st Sphere: Introduction
Steps 1 to 7 introduces the situation and most of the main characters,
setting the scene for subsequent adventure.
setting the scene for subsequent adventure.
2nd Sphere: The Body of the story
The main story starts here and extends to the departure of the hero on the main quest.
3rd Sphere: The Donor Sequence
In the third sphere, the hero goes in search of a method by which the solution may be reached,
gaining the magical agent from the Donor. Note that this in itself may be a complete story.
gaining the magical agent from the Donor. Note that this in itself may be a complete story.
4th Sphere: The Hero’s return
In the final (and often optional) phase of the storyline, the hero returns home,
hopefully uneventfully and to a hero's welcome, although this may not always be the case.
hopefully uneventfully and to a hero's welcome, although this may not always be the case.
Method: Proppa cards usage in writing creative essigments
Class: 6, 7
Lesson: Russian and literature
Activities: EXERCISES OF ASSERTIVE BEHAVIOR FOR CHILDREN
By assertive behaviour (or even bizarre behaviour) we mean the ability of man to express his thoughts and feelings with courage, sincerity and righteousness, without, however, circumventing the rights of others. The assertive behaviour is the antidote to fear, shyness, tendency to subjugation or even anger, so there is a surprisingly large number of conditions for which training and exercise in assertive behaviour is appropriate and often necessary.
Very often, the exercise of individuals in assertive behaviour is associated with high self-esteem. In particular, exerting children on assertive behaviour increases their self-confidence, in terms of personal judgement and actions, both in the social and cognitive fields.
Aim: to help children understand themselves and others, learn to make free choices and gain a positive image of themselves.
Procedure: The exercises are for a small group of children with a leader.
Strategies:
1. "Emotions". Team members make a list of what emotions they can think of (write in the worksheet). Through the pantomime they try to guess the feelings of others. The goal of the activity is to realize that feelings are neither good nor bad, they simply exist, but they affect our behavior. Understanding our emotions thus leads us to self-knowledge. The activity is done in small teams in a way of a game. Then the discussion on positive and negative emotions is held.
2. "Me". The purpose of this activity is to strengthen the image of the ego and the self-esteem of the members of the group so that everyone can feel important and distinct.
The members of the group try to think of things that make each of them special, which come from their inner self. eg: "Think for a few minutes what things in you make you an important and distinct individual. Then you will share them with the team. " As an implementation activity for the mediation interval of the two meetings, there was: "Whenever you feel that the positive image of yourself is being affected, say to yourself: I am important, I am worth it, and see what is happening." Students write what makes them being SPECIAL, OTHER. Share:
What do I like about myself?
What do I dislike about myself?
What do I think others think about me?
I am important because ...
3. Evaluation. Writing (expressing) the feelings about myself and the vision of others about me.
PRINTOUTS
What do I like about myself?
What do I dislike about myself?
What do I think others think about me?
I am important because ...
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Some feedback from the teacher:
Doing a lesson on emotions was a bit of a challenge at first for both my group and me.
The main reason is that the students are often well aware of the choice of subjects
we have to discuss during English lessons, and this was not expected to be one.
Secondly, the students are often too cautions when expressing their opinions,
as they are certain that the answers might only be right or wrong.
However, there were also many surprising discoveries made through this class.
I have conducted this lesson with a group of 6 graders (12-13 years old) which
I knew only since September of 2018. Many of the students surprised me - not only
with the answers, but also with the choice of words (both oral and written) and
the ability (or disability) to think outside the box and the classbook.
Overall, I think the lessons like this one have to happen more often.
I saw this as an opportunity to see my students in the another light, as I’m sure they saw me
in another one as well. I would gladly do something like that in the following month and perhaps
even on the regular basis. (by Eugenia Urban-Orban)
The main reason is that the students are often well aware of the choice of subjects
we have to discuss during English lessons, and this was not expected to be one.
Secondly, the students are often too cautions when expressing their opinions,
as they are certain that the answers might only be right or wrong.
However, there were also many surprising discoveries made through this class.
I have conducted this lesson with a group of 6 graders (12-13 years old) which
I knew only since September of 2018. Many of the students surprised me - not only
with the answers, but also with the choice of words (both oral and written) and
the ability (or disability) to think outside the box and the classbook.
Overall, I think the lessons like this one have to happen more often.
I saw this as an opportunity to see my students in the another light, as I’m sure they saw me
in another one as well. I would gladly do something like that in the following month and perhaps
even on the regular basis. (by Eugenia Urban-Orban)
)
Activity: Learning Personal Adjectives to express ones feelings
Procedure:
- Studying the adjectives PPT
- Completing the tasks to memorize new words;
- Discussion using new words;
- Writing the Analysis of Your Feelings and Emotions.
Activity: MY SELF-PORTRAIT
WORKSHEET. MY SELF-PORTRAIT
Think of who you are and what do you think the others think about you. Fill in the worksheet.
They call me
I would like my friends to call me
I look like
The most important thing in my life is/ are
I do not want to
My favourite game is
My best friends are
I really like to
I get angry when
When I grow up, I would like to be
I close my eyes and I imagine that
If I were a color, I would be
If I were food, I would be
If I were a musical instrument, I would be
If I were a song, I would be
If I were a season, I would be
If I were a country, I would be
If I f were feeling, I would be.
If I were an adjective, I would be
Paint yourself as you can imagine
Activity: Writing about emotions (pictures of various emotions and poems on them)
Class: 5,6
Lessons: Art and Design, Latvian language, Russian language, English
Activity: Evaluation of personal qualities
Topic: A Contest for a Real Life Show
Aims:
- Work in groups to create a speech;
- Learn new words (personal adjectives)
Procedure:
- Divide into 5 groups (3 students in each) by choosing a cards with a number;
- Distributing a handout;
- Reading a text and discussion on it;
- Answering the questions sharing their exprerience and attitudes;
- Answering the questions in order to create a character for each of the students;
- tries to be creative and logical;
- Oral presentation in a form of casting; every student evaluates how interesting
- the character is to take part in the show;
- Frontal discussion of the best candidates;
- Feedback on the done activities.
Handouts:
One student example speech:
Short notes about the contestants:
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