INTEGRATED OPTIONAL CURRICULA-SUPERPOWERS FOR SUPERHEROES, 6th-7th GRADE

SUPERPOWERS FOR SUPERHEROS European fairy Tales, Myths, and Legends Characters in Shadow and Puppet Theatre -INTEGRATED OPTIONAL CURRICULA(2020-2021-2022) Number of hours: 1 h / week Duration: 2 school years Grade: 6th -7th 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 two school years 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 Apps, web 2.0 tools, coding, and reading, for pupils 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), Hybrid Learning, Drama and Boal’s Methodology. These innovative methods will ensure the formation of transferable skills and abilities within this special curricula created for this purpose for 6th and 7th 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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FRAMEWORK COMPETENCES I.

Applying European values in everyday life.

II.

Developing the attitude of cultural empathy.

SPECIFIC COMPETENCES I.1. Raised awareness of the role of reading in personal development I.2. Familiarization with European values (freedom, tolerance, respect for diversity and non-discrimination) II.1 Increased interrogative-argumentative spirit about the world and life II.2.Proving an inclusive behavior in everyday life

I.

Applying European values in everyday life

SPECIFIC COMPETENCES

LEARNING ACTIVITIES

I.1. Raised awareness of the role of reading

• Reading folk tales relevant to European values and

in personal development

inclusive behavior • Presentation of folk tales, myth, legends, and their main characters • Identifying cultural stereotypes • Making 3D models/masks/toys/puppets from recyclable materials inspired by folk tales, myth, legends, and their main characters • Writing narrative, descriptive texts, dialogued, argumentative, and explanatory texts according to their own affective universe to reflect their way of receiving and understanding a myth/legend/tale • Creating multimodal texts • Making e-books using web 2.0 tools

I.2. Familiarization with European values

 Searching for information on European values

(freedom, tolerance, respect for diversity and

 Applying questionnaires on European values to peers

non-discrimination)

 Watching movies, videos 3

 Selection of life situations and folk tales, myths and legends that reflect European values  Creating illustrations that will be used for a calendar, a flyer, their storybook  Dramatizing folk tales, myths and legends using Boal’s Methodology

II.

Developing the attitude of cultural empathy

COMPETENTE SPECIFICE

LEARNING ACTIVITIES

II.1 Increased interrogative-argumentative

Explaining cultural stereotypes

spirit about the world and life

Observing new models of heroes in movies, cartoons, anime, or comic-books Comparing the role models from Ancient Greece, Romanian folk lore and nowadays Marvel and DC role models Explaining cultural stereotypes Making exhibitions with 3D models (from recyclable materials) inspired by literature Expressing reasoned personal opinions Holding a motivational speech on diversity, nondiscrimination and social inclusion Designing avatars using web 2.0 tools Creating and presenting portfolios in groups

II.2.Proving an inclusive behavior in

 Identify life situations that require inclusive behavior

everyday life

 Meeting with locals belonging to minorities  Interviewing locals belonging to minorities  Participation in role-playing game  Creating a blog  Carrying out documentation visits

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METHODOLOGICAL SUGGESTIONS 

IBL (Inquiry Based Learning)



GBL (Game Based Learning)



PBL (Project Based Learning)



Outdoor leaning



TBL (Topic Based Learning)



BL (Blended Learning)



Hybrid Learning

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Virtual Learning

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Drama and Boal’s Methodology

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Peer Learning

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Collaborative learning

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Storytelling

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Theatrical Art in Education

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Role-playing games

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Boal's methodology - The Theater of the Oppressed

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Study and documentation visits

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Interpretive readings

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Exercises for producing and receiving messages

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Interactive teaching methods

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Practical activities

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ASSESSMENT •

oral and written tests

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feed-back

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self-assessment

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the portfolio

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PPT / word / pdf /web 2.0 concrete results/blogs/ video material

•

systematic observation

•

criterion evaluation grids

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.

BIBLIOGRAPHY 

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

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G. Călinescu, History of Romanian literature from its origins to the present, Ed. Minerva, 1982

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L. Anucuta, P. Anucuta, Creativity Games, EXCELSIOR Publishing House, Timisoara 1997

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Anișoara Aydin, ,, European Folk Tales: Hidden treasures ”, Bucharest, 2017, Ed. Moroșanu

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Erasmus + KA 229 project “CHOOSE YOUR CHARACTER, WEAR YOUR MASKS” website

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*** Pilde, parabole si povestiri nemuritoare cu Nastrating Hogea, ed. Aramis, Bucuresti, 2012

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Buxton, R.G.A.- The Complete World of Greek Mythology, publisher Thames and Hudson Ltd, 2014

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Films inspired by popular literature

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TwinSpace

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