INTEGRATED OPTIONAL CURRICULA- SUPERPOWERS FOR SUPERHEROES (4th-5th grades)

SUPERPOWERS FOR SUPERHEROS European fairy Tales, Myths, and Legends Characters in Shadow and Puppet Theatre -INTEGRATED OPTIONAL CURRICULA-

Number of hours: 1 h / week Duration: 2 school years Grade: 4th /5th Total number of hours: …… h

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ARGUMENT

Literature capitalizes on the superior human spirit, the figurative expression of an inspired thinker, the reader / student, in order to discern its aesthetic, conceptual and linguistic values.

This integrated optional subject is proposed for development during a school year in order to complete students' knowledge in the fields of subjects in the curricular areas "Language and Communication", "Arts and Technologies", ICT, "Humanity and Society". The basis of this optional integrated curricula is the project of the strategic school partnership in the field of school education, inter-school exchange project KA 229, “CHOOSE YOUR CHARACTER, WEAR YOUR MASK”. ” SUPERPOWERS FOR SUPERHEROS” is designed to be integrated having in mind the target group, namely the Alpha Generation. It is intended for students who have a special passion for reading, who want to deepen the popular literary works of European and universal literature. It aims to arouse students' interest in discovering the most important literary creations. Thus, the student will be involved in a knowledge activity through discovery, through investigation, learning based on the development of projects. Each child will highlight their own personality. The use of active-participatory methods will contribute to the development of the capacity to communicate, to manifest a critical, tolerant, open and creative spirit. The emphasis is on carrying out various activities to receive literary texts that will allow all students to participate in their own learning and the development of life skills necessary for a safe life. The flexibility of the contents allows the adaptation to concrete conditions, the formation of values and attitudes essential in the formation of the personality. The contents respect the age peculiarities of the students.

The innovation consists of the learning methods discovered during the mobilities: IBL (Inquiry Based Learning), GBL (Game Based Learning), PBL (Project Based Learning), outdoor leaning and TBL (Topic Based Learning), BL (Blended Learning). These innovative methods will ensure the formation of transferable skills and abilities within this special curricula created for this purpose for 4th grade students.

The web 2.0 tools used in the classes will also be innovative. Innovative will be the realization of very strong connections between children and their grandparents, the latter sharing with them the memories of their childhood, their life experience, Beauty, Goodness, Empathy, Justice. This integrated curricula contributes to the development of 21st century skills: responsibility and adaptability, communication skills, creativity and intellectual curiosity, critical thinking and systemic thinking, media information and skills, collaborative and interpersonal skills, identification, formulation and problem solving, self-education, social responsibility.

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FUNDAMENTAL PRINCIPLES 1. The principle of relevance, competences and contents being correlated with the real and immediate needs of the students; 2. The principle of diversification, strategies, offers and learning situations are diversified and adapted to the group of students; 3. The principle of transference, by making connections between the studied texts and everyday life.

VALUES AND ATTITUDES • cultivating respect for the native language and literature and its cultural values, as well as for European literature; • forming a positive attitude towards literature and confidence in one's own communication and interpretation skills; • cultivating the pleasure of reading; • stimulating autonomous, reflective and critical thinking in communication; • cultivating the chosen expression, both oral and written; • cultivating sensitivity by receiving the artistic work; • valuing creativity as a resource for personal and community development; • cultivating an interest in lifelong learning as an expression of sustainable development

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FRAMEWORK COMPETENCES I.

Using reading for personal development

II.

Expressing one's opinions on a written and / or oral literary text

SPECIFIC COMPETENCES 1. Identifying the role of reading in personal development; 2. Manifestation of interest in knowing native and European/ universal literature; 3. Interpreting and comparing various types of popular literary texts; 4. Association of read texts with personal experiences.

SPECIFIC COMPETENCES AND ASSOCIATED CONTENTS FOR EACH FRAMEWORK COMPETENCE I.

Using reading for personal development in an inclusive social context

SPECIFIC COMPETENCES

ASSOCIATED CONTENTS

1.1 Identifying the role of reading in personal development Experiential reading 1.2 Associating read texts with personal experiences

Identification reading Personal development Dramatisations Blended learning

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II.

Expressing one's opinions on a written and / or oral literary text

COMPETENTE SPECIFICE

CONTINUTURI ASOCIATE

II.1. Manifestation of interest in knowing native and

The message of the texts

European/ universal literature

Behavior, attitude

II.2. Interpreting and comparing various types of popular

The global meaning of the texts

literary texts Literary characters; the person Identification reading Expressing an opinion Prediction

ASSOCIATING SPECIFIC COMPETENCIES WITH LEARNING ACTIVITIES SPECIFIC COMPETENCIES 1. Identifying the role of reading in personal development 2. Manifestation of interest in knowing native and European/

LEARNING ACTIVITIES - Reading texts; - Identifying life situations; - Game-exercises: puzzle, puzzle, riddles; - Creation and presentation of portfolios in groups;

universal literature - PPT presentations-group materials; - Creating materials by using web 2.0 tools - Individual reading diary; - Visiting the Museum of Literature; - Study visits; - Writing questionnaires;

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- Designing X-mas/ holiday/ greeting cards; - Making exhibitions with 3D models (from recyclable materials) inspired by literature; - Producing a book in which children will publish their own creations in small work groups.

- Creating illustrations that will be used for a calendar, a flyer, their storybook; - Creating songs and dances inspired by folk tales, myths and legends read - Publishing on the school's magazine, website, and Facebook (or other social network)page materials made by the children.

3. Interpreting and comparing

-Writing compositions according to their own affective universe that

various types of popular literary

reflect their way of receiving and understanding the literary work;

texts

- Wording brief commentary of some representative literary texts; - Asking questions and giving answers regarding newly acquired literary concepts in small groups - Producing dolls, masks, karagoz -doll theater - Presenting projects, portfolios, PPT materials; - identifying some figures of speech / artistic images and explaining their meanings in context; -Drawing illustrations (drawings, graphics, painting, collages, minipuppet plays, etc.) of some fragments from the studied texts.

4. Association of read texts with personal experiences

- Role-playing games - Organizing and carrying out a puppet theater; - Organizing and carrying out a shadows theatre play - Meeting local personalities, writers and journalists;

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- Visiting MEDIA centers; - Visiting the National Library; - Visiting the Village Museum; - Activities carried out at the Center for Sustainable Development in town, "Grandma's House"; - Meeting local elderly- ”Living Library”

MINIMUM PERFORMANCE STANDARDS FRAMEWORK COMPETENCES

MINIMUM PERFORMANCE STANDARS - To list five popular literary works from local literature and five literary works from European literature throughout the school year;

I.Using reading for personal

- To illustrate, by drawing, a scene / character, in fifteen minutes;

development - To play a character (using or not a puppet) on the scene - Show inclusive behavior - Easily use online web 2.0 tools.

- To make a dialogue, on a given topic, using the formulas specific to this mode of presentation, in eight minutes; - To present from European literature at least two examples of II.Expressing one's opinions on a

popular literary works that influenced Romanian writers

written and / or oral literary text

- To make a 1 minute monologue on a topic of your choice, aiming at the concepts of Truth, Justice, Goodness, Friendship, Social Inclusion, Beauty, Goodness, Empathy, Justice; - To write articles for the school magazine.

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METHODOLOGICAL SUGGESTIONS ▲ learning activities: PBL, IBL, GBL, TBL, BL, interpretive readings, drama, role-playing games, exercises for producing and receiving messages, interactive teaching methods, outdoor lessons, dramatizations, practical activities, etc. ▲ text suggestions: ● popular literary texts that can be found in the final products of Project (collections); ● popular literary texts able to rediscover the charm of literary art;

EVALUATION METHODS: oral tests, investigation, project, portfolio, PPT materials, systematic observation, competition, drama play on the scene, exhibition of students' products, school magazine, the existence of an international eTwinning educational collaboration project. At the end of the course, each child will benefit from an individual folder (portfolio) with papers, results, personalized comments and recommendations, which will be handed to parents.

Educational partnerships with: Literature Museum, Village Museum, memorial houses - publishers media

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SUGGESTED BIBLIOGRAPHY& WEBOGRAPHY

1. Adrian Fochi, General Bibliography of Romanian Ethnography and Folklore, vol. II (1892-1904).

Published by the Romanian Academy. Edited and prefaced by Iordan Datcu. Saeculum I.O. Publishing House, Bucharest, 2002, 703 p 2. G. Călinescu, History of Romanian literature from its origins to the present, Ed. Minerva, 1982 3. Nicolae Constantinescu, Reading the folklore text, Bucharest, Minerva Publishing House, 1984 4. L. Anucuta, P. Anucuta, Creativity Games, EXCELSIOR Publishing House, Timisoara 1997 5. Guus Houtzager, Greek Mythology. Complete encyclopedia, Corint Publishing House, Bucharest, 2008 6. Anișoara Aydin, ,, European Folk Tales: Hidden treasures ”, Bucharest, 2017, Ed. Moroșanu 7. Erasmus + KA 229 project “CHOOSE YOUR CHARACTER, WEAR YOUR MASKS” website 8. *** Legende romanesti, ed. Gama, Bucuresti, 2014 9. Homer (Author), Virgil (Author), Bernard Knox (Editor, Introduction), Robert Fagles (Translator) The Iliad, The Odyssey, and The Aeneid Box Set: (Penguin Classics Deluxe Edition) Paperback – Deckle Edge, September 30, 2009 10. Mermaids_in_different_Cultures.pdf (galactic.to) 11. Gods and Goddesses in Turkish Mythology – The Wise Magazine 12. https://www.greekmythology.com/ 13. Cornwall Myths, Legends and Folklore | Cornwall Guide (cornwalls.co.uk) 14. (2) Showcase: Timeless tales of 'Karagoz and Hacivat' - YouTube

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LEARNING UNITS 1. HELLO, LIBRARY! 2. POPULAR FAIRY TALES IN WORDS AND COLORS 3. THE LITTLE EUROPEAN JOURNALIST 4. OUR MAGAZINE

SUGGESTED CONTENTS Papa’s girl and mommy’s girl The salt in food Praslea the Mighty The legend of the Sunflower Dacian Legends Traian and Dochia - Greece * Mythology ( The Titans, Zeus, Athens, Hercules, Ulises) - Turkey *Kiz Kulesi (Maiden’s Tower) *Keloglan - UK * Cornish mermaids and the tales of the sea *Excalibur

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DISCLAIMER The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the National Agency and Commission cannot be held responsible for any use which may be made of the information contained therein.

2019-2020-2021

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