- Raising awareness among students;
- Accustoming students with debate-related methods;
- Practising new theoretical knowledge;
- Consolidating knowledge;
- Checking and evaluating students’ knowledge and abilities.
- Receiving the oral message in different communicationm situations;
- The correct use of the languagein producing messages either as a monologue or as a dialogue;
- Receiving written message, from fictional and non-fictional texts for different purposes;
- The correct use of the language in producing written messages for different purposes and in different contexts.
- Recognising ways of stating ideas in a narrative text:
Ways of stating ( narrative, descriptive, dialogue)
Addressing specific questions ( what is told, what happens, what is the real action and so on); who is telling the story- the narrator;
literary species: the short story/novella
2. Using some techniques /strategies of work witht he text:
– correctly reading and fluently reading a familiar text in front of a varied audience ; valuing the nonverbal elements in interpreting a studied text
- Identifying the features of an epic text;
- Proving with arguments that the text – Lucky Mill- is a short story;
- Building a monologue;
- Imagining different situations.
- The teacher checks the previous preparation of the students for the good development of the class. The students have been previously asked to read the short story and write down notes……………………………………….1-2 minutes
- Ice-breaker- the Ball – teh teacher passes a mini-paper ball to different studetns to randomly check their previous knowledge on teh features of the novella/ short story. conversation, dialogue………………….5minutes
- Announcing the theme of the lesson and of the objectives ………..1 minute
- The teacher explains the theory of the thinking hats and splits the class in six groups by head counting ……………4-5minutes
- The students discuss within their hat colour group what attitude they should have and how they should speak in front of the class when asked. ……10 minutes
- Solving the debate by the THINKING HATS approach- students express hteir thought sand feelings an dreceive questions or are contradicted by the other groups.
- Homework : Write a letter to on of the characters of the novella according to the colour of the hat you wore. ( e.g. If you wore a red hat be apssionate, critical and soi on…)
Free discussions, verbal appreciations from the teacher, grading students who intensively participated in the critical activities of the debate.
The feelings fish bowl
What feelings did you have when reading the novella The Lucky Mill by Iona Slavici?
Select from the list below and attach to the fish tank then support your choice by logical arguments.
”The Thinking Hats”Method applied to The Lucky Mill by Iona Slavici
The White Hat- The Story Teller
Make a brief presentation of the beginning/end of the novella
The Blue Hat – The Moderator
- What do you think was teh author’s intention when he wrote this literary work?
- make a general presentation of the novella
The Green Hat- the Creator
- Try to justify the behaviour of a negative character in the novella and transform them, in a personal manner , into a positive one
- Find 2 other possible titles for the studied novella
The Yellow Hat- the Thinker
- Imagine 2other ways in which the action might have ended . Why do you think the author chose this one?
- Why do you think the author created a characted as Lica Samadaul?
The Black Hat – the Critic
- What didn’t you like about the book?
- Who is the character who made the most numerous mistakes?
The Red Hat- the Psychologist/shrink
- Imagine you ar ea prosecutor; bring serious accusations to the character you want convicted
- What did you like most in the literary work? Why?