How to organize our work with the story of a national character:

https://prezi.com/view/7vZkUZd5hESax6GkGoqp/ - a short tutorial

In France

Here is how we organized the lessons (hereby our traditional "stair") :

1-Pupils listened to the real story written by St-Exupery. Their task was : re-tell the story using the original drawings of St-Exupéry so that we can check if they understood the story correctly.

2-They were told that they will invent some "missing" parts of the story when little prince arrived on earth in Alsace. Their task was :  suggest some ideas of :

- places where the little prince could come in Alsace,

- characters or personns he could meet,

-"supernatural powers" they could have with some magical tools.

(Teachers prepared then cards with their suggested characters, powers and magicals tools)

Some examples in the 3 categories : a witch, a fox, a magic red tree, a hedgehog ; blowing fire, become a giant ; a magic necklace, a magic cake

3-We went outdoor in some places they suggested (in the city center, vineyard and forest) and had our lessons about inventing the story. Their task was :

• Invent how the little prince could arrive (take a picture to illustrate this part in the book)
• Pick a card by random to see which character he will meet, invent the story and take the corresponding picture(s)
• after a while, pick another card about a "supernatural power" and and a magical « tool », continue the story and take the corresponding picture(s)

We worked in four groups : two inventing the story with Marielle and I, the two other groups having flashcards games meanwhile. Then we changed groups and places.

4. Back in school, listening to their own story and looking at the corresponding pictures they had to make a list of the missing characters on each picture and draw them.

5. Teachers will prepare the numeric book on a prezi. Pupils will discover the book and some parts of the story written by the other group of their class.

6 Pupils will discover the 3 other books of their European friends

After the first lesson outdoor we could immediately notice that :

Being in the real place( outdoor) awake their imagination, pupils were engaged into the task, they could move and "live" the story in the « real » situation. During the second lesson outdoor we encouraged them to use more this environment and play their story like a theater play.

Here is the link to the prezi we prepared for you

https://prezi.com/view/IM8YiTjcIhWD3mneI01p/

In Poland

The way we organized the lessons:

1. Pupils from grades 2 and 3 prepared a plan of a Billy Goat's visit in Gorzow. They worked using a brainstorm. 

2. After planning the visit they went for a walk to visit all of the places in our town. They took Billy the Goat to present all the places. They took pictures for the book.

3. Older students (8 grade) received the plans and their task was to write a story. They worked in groups. After receiving the pictures they prepared the book. 

4. Erasmus group from grade 8 went to younger classes to read the story to them. 

5. We prepared a prestenation with the story. 

6. Pupils will record the story as a audio book for the school. 

Billy Goat's visit in Gorzow

After writing the story, we decided that our project pupils should learn more about typical characters from our partner coutries. 

 We organised our work according to MI of our pupils.

1.  Each general teacher conducted a test on MI in her class, according to the results she organised a lesson in stations which objective was: You will learn about typical book characers from Sweden, France and Italy. Children were solving different tasks (connected with their MI, they were divide into groups), but all of them achieved the same objective. 

Here is an article about Monika's lesson: http://www.sp15.gorzow.pl/index.php?option=com_content&view=article&id=1887:8-walizek-w-umysle-czyli-8-inteligencji-wielorakich-wg-pani-moniki-bralko&catid=8&Itemid=105

2. English teachers were infromed about the results of the MI intelligencies in their classes. According to the results they organised an outdoor lesson with the usage of tablets and group work. The objective was: You will revise colours, shapes, body parts while talking about typical book characters from Sweden, France and Italy. The teachers were supported by older students. 

Here is an article about Ania and Agnieszka's outdoor: http://www.sp15.gorzow.pl/index.php?option=com_content&view=article&id=1888:co-dwie-klasy-to-nie-jedna&catid=26&Itemid=105

It was difficult to finish the lessons as the students were really engaged into the tasks!

In Sweden

Activities we did to make the Pippi book.

The children have learned about the neighbourhood by walking to the graves, to the runestone, to the mental hospital We have talked about what runes are and the children have been learned what FUTHARK is, the runes, the name FUTHARK, is because these are the first letters of the alphabet. When they knew what FUTHARK was, they went out and wrote Beckomberga with runes in the snow.

We have also seen and talked about what the Vikings long houses looked like. And then the children went outside and built long-term houses in natural materials.

We have read about and looked at Astrid Lindgrenwho she was. Then we have read the Pippi book and watched Pippi films. After that it has The children had compared the Pippi films with the books and they have been writing about that. They have also painted Pippi. We have also sung "Here comes Pippi Longstocking" And Pippi visited visited us in school. Suddenly one day she was hanging outside the classroom in a tree and After a while she climbed in through the classroom window. So they children could talk with her about her family, her clothes and other interesing things.

Here is our book

Pippi på besök i Beckomergas närområde.pptx

In Italy

PINOCCHIO in Procida

1. The students went throught the key  moments  of the story and were asked to rimind characters and situations they found themselves in
2. They were told to reinvent the story of Pinocchio and make it take place in Procida instead
3. It was suggested to start from the moment Pinocchio wanted to visit Toyland and by mistake he found himself in Procida  . Some of the most important locations were listed  

a.Main Port – Marina Grande

b. The fishing harbour of Corricella

c. Terra Murata , the old townd

d. Il Vascello still in the old part of the island

e. The beach of Chiaiolella  and the islet of Vivara

f. The harbour of Chiaiolella

g. The school

h. A pizzeria

4. The students visited some of the places or get pictures , materials, Drawings , post cards
5. We discussed the plot of the story thinking of  different possibilities and the cards to be used
6. We chose Pinocchio to be shown around by the Cat and the Fox , his deceiving friends

PINOCCHIO ERASMUS.pdf