Submitted by Allison J. Spenader
Objectives:
Content:
Students will:
·read about the origins of the Polish people and locate their settlements on a map
·locate and label Poland and it's neighbors on a map of Europe
·fill in information on maps using information presented in written and aural form
·read the mythological account of the origins of PolandCultural:
Students will:
· read about and map out migration patterns of early settlements in Poland
· identify and label major geographical regions on the Polish map
· distinguish between factual accounts of the origins of Poland and the mythological accounts of the origins of PolandLanguage: Content Obligatory
Students will:
· listen to and use compass directions to label and describe locations on maps, including (??)
· label European nations and their capitals in Polish
· read Polish texts about the origin of the Poles using Past Tense and new Vocabulary
· use geographical terminology to describe locations and complete crossword puzzle
· correctly predict spelling of ia/ja endings based on rules of orthographyLanguage: Content Compatible
Students will:
·Review the formation of past tense, and practice forming sentences based on the text and information from the maps
·Identify and use more complex directions such as na wschod (in the east) in addition to simple ones
·Expand upon knowledge of prepositions of location, ex: nad Wisla, na kopcu, na gorach, w lesieLearning Strategies / Social and Skills Development:
Time Frame:
50 minutes
Materials Needed:
As an introduction to the topic, students will watch the video entitled: "Poland", produced by Rand McNally. Depending on what resources are available to the instructor, a variety of videos on Poland would work.
Description of Assessment (Performance Project):
Schema building: Following the video, the instructor should elicit the following information from the students:
1. Who has been to Poland, and where have they been?
2. Which cities seemed most exciting or interesting to you?
3. Which cities would you guess to be the oldest, youngest, largest, most industrial?Have one student write the answers to these questions on the overhead or board.
Finally, the teacher wraps up the lesson by explaining the rest of the unit. This can be done in Polish, using the syllabus (1a) as a guide.
Assessment:
no formal assessment in this lesson
References and Resources:
·Video: "Poland" by Rand McNally (to order 1-800-376-2441)