Good behaviour – a rainbow that colours our life



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School Partnership Project 2008-2010


Good behaviour – a rainbow that colours our life

Year 1 - TRADITIONAL STORIES and related activities

Unit / Lesson plan

Country,partner institution:

“Istituto Comprensivo - C. Carminati Secondary school”

Lonate Pozzolo - Italy

Title of the story:

Le avventure di Pinocchio: storia di un burattino”

Carlo Collodi – 1880-83


Age of children, grade

11/12, Ist grade (4 class groups – 100 students)

By (teacher/s)

Italian: De Tomasi A., Ferrario L., Liguori T., Piazza V.

English: Cardani M. G., Milani A., Motta C.

French: Cardani M. G., Conte M., Nazzaro R.

Subject area, subject/s

Italian literature/English/Art/History: citizenship education

Learning Intentions:

We will know something about:
  • Italian literature of the late 19th century


  • Fairy tale structure

  • Characters’ role

  • Historical/geographical setting (Tuscany in the late 19th century. People’s difficult condition and severe poverty)

  • Ethic values of the past, still valuable in the present (friendship, solidarity, responsibility, sacrifice, commitment, awareness of one’s own mistakes...)

Students will learn why it is important to:

  • Rely upon adult people who love us

  • Appreciate generosity and sacrifice

  • Single out negative models/proposals and reject them

  • Be kind and respectful with others

  • Learn from one’s own mistakes and being able to correct bad behaviour

  • Sympathize with others

  • Avoid taking advantage of others’ ingenuousness (candour/naturalness)

  • Reject any form of violence and aggressiveness (verbal/physical)




Objectives:

Pinocchio starts as a naughty puppet and turns into an affectionate child at the end of the book. Students will analyze Pinocchio’s adventures and reflect upon his journey towards a full human condition. The children will become aware of the fact that growth is much more than a mechanic process and implies self consciousness and control of impulse and instinct.

They will learn that respect, kindness and sharing with others promote the well being both of the individual and the whole society.

They will learn that experience and mistakes can be of basic importance in the growing process if supported by the confidence accorded by the ones who love us.

Resources:


- Text book: Le avventure di Pinocchio (Original version)

- Picture books (Most famous illustrated versions)



- English version for children “The adventures of Pinocchio”, Giunti Junior, Giunti editore, 2007

-TV Film : “Le avventure di Pinocchio”, 1972, Art Director:

L. Comencini, duration 134


Materials:

Text book (any edition)

Drawing pad F4 33x48 cm - pastel/watercolour technique

Camera/computer


Activities :

- Read the novel (unabridged version). Analyze and explain the story and the message (class group).

- Watch the film version of the novel

- Detect examples of good/bad behaviour. Make a list of effects/consequences of good/bad behaviour

- Summarize the story (favourite chapters or episodes)

- Write the message of the novel

- Detect idioms, sayings and metaphors concerning behaviour

- Illustrate the most significant idioms and sayings

- Select the most significant sentence of the novel

- Create a cover for the novel

- Create a poster to advertize the novel

- Create comic strips (using the plates with empty balloons -on CD version)

- Final quiz game (all classes involved)

- Exhibition of best drawings + matching saying/idiom/sentence

- Take pictures of the best drawings to create a PPT presentation



Products:

Covers/posters exhibition

Comic strips and album

PPT presentation of selected covers/posters


Outcomes:

Through the analysis of a famous traditional novel students will reflect on the importance of behaviour in personal and social relationships.

They will compare values and social conditions of the past and the present.

They will improve their linguistic competence (reading and speaking) in Italian and English.


Success Criteria:

As a general criteria we may say the activity is successful if most children demonstrate to meet the learning intentions and objectives.

In particular if:

-They will show interest and take part in the project in an active way

-They’ll keep to instructions, ask questions, correct mistakes, suggest further activities

-They will be able to understand the message of the story and to detect the main language devices (Characters, roles, symbols, idioms, sayings)

-They will show a better awareness of the effects/consequences of good/bad behaviour.



Procedure:


Beginning: November/December

Read and analyze the story (1 lesson per week – 1-2 chapters per lesson)


Reading strategies (to be used alternatively)

  1. The teacher reads in a loud voice to the class

  2. One student reads in a loud voice

  3. Silent reading


Reading comprehension


  1. The teacher asks questions (Who, where, when,. What does …… mean?

  2. Students ask questions

  3. Students summarize the chapter (Oral: always. Written: some chapters)


Analyze the text. Find out the message

  1. The teacher asks questions: What happens …. What happens next? Why? What’s the consequence?

  2. Students single out examples of good/bad behaviour

  3. Students find out examples of similar behaviour in their own experience

  4. Students find out sayings and idioms concerning behaviour


Middle: January/February

  1. Students watch a film version of the novel (3 lessons) (Film Director: Comencini Luigi. – Year: 1972 – Duration: 134’)

  2. Students create a cover for the novel or a poster do advertise it (individual work). They select and illustrate a significant episode of the story (pastel color/watercolor technique). They single out a suitable quotation, idiom, saying or metaphors to match the illustration.

  3. Comenius team of students/teachers select the best drawings in each class and set a general exhibition


End: March/April

  1. Students create comic strips out of the novel (The CD version supplies comic strips with empty balloons. The students work in small groups to create dialogues in Italian and in English. Each Class is charged of the realization of some chapters only. Class sections are assembled in a comics album

  2. Quiz show. All the classes are involved in the game. Students are divided into teams and answer questions about the novel. Special attention will be given to the outcomes/consequences of correct/incorrect behaviour


Overall evaluation of the work :


So far the students have enjoyed the activity and have appreciated both context (Comenius project) and contents. At the beginning most children didn’t know the novel and the work has given them the chance to discover a world famous piece of Italian literature. They sympathized with Pinocchio whenever he was stabborn and naughty and they shared his emotions when he was tricked by wicked characters or illusions. The novel is a mine of suggestons and allows the children to reflect on the importance of experience and mistakes on the way to humanity and respect.

In this sense Pinocchio confirms its modernity and gives evidence of its long lasting quality.






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