Language/literature

Lithuanian language, biology

Goutweed – weed or medicinal herb? Analysis of A. Škėma's novel "White Shroud"

Author: Lina Spetylaitė

School: Vilnius Vytautas Magnus gymnasium

Intended for grade: 12

Lesson idea: Based on the analysis of A. Škėma's novel “White Shroud” - and botanical knowledge about plants, describe when “garšva”, known in English as goutweed, can be considered a medicinal herb and when it is seen as a weed. The lesson plan was prepared using the technique of perspective-taking.

Lesson Progression:

• Working in pairs, students must find information about the plant – goutweed (ground elder, bishop’s weed): its appearance, where it grows, its characteristics, why and when this plant is valued as a medicine, food, and even used in perfumes, and when it becomes a weed that is difficult to eradicate.

• Students are grouped into larger groups of 4–5 and must identify the most important properties of the plant as a medicinal herb / diseases it treats / areas of use and specify instances when the plant becomes a weed and why it is difficult to eliminate. They should consider what determines the transformation of a medicinal herb into a weed.

• Using the creative copying method, students must present Antanas Garšva as a plant by imitating the style and vocabulary of A. Škėma's novel in 5 sentences, using the following excerpt:

I am an elevator angel in an operatic uniform. Such angels are cheerfully disposed. Their little behinds are pink. They dare to tweak God himself by the beard when He is solving the tragic problems of the universe. And God smiles indulgently: "Oh, you lads, off you go to the Holiest Maiden, let Her issue each of you a scolding in My Name." And the angels fly off in a flock, teasing each other, and an indescribable noise fills the sky, and even the saintly Thomas Aquinas lifts his head from the letter he is writing to Jacques Maritain, in which he explains that the God of Exodus is not a being (every being can either exist or not exist), but He is Being.

I am a transplanted acacia bush. My roots suck the juices of new soil, and, though a few branches have withered, my top has sprouted sticky leaves, and a graceful bird has perched on it. It lifts its legs in grey socks and chirps a contented song:

Oh, Susan Van Dusan,

The goal of my choosin’

She sticks to my bosom

Like glue – – –

I am a qualified recluse, utterly sick of the desert, thorns, brambles, meditations, and the bed of a hermit. A recluse who goes to the big city and remembers that his home's basement still hides golden coins. And he strikes up a conversation with a young woman.

I am a Lithuanian Caucasian, having found a friend of the female gender. And we will find an owner who, for the work done, will gift us both linen trousers.

I am the 87th little person in an eight-million-strong New York.

I am happy.

The course of the second lesson:

• The task is assigned for groups to discuss how the properties of a plant are related to the character and actions of Antanas Garšva, the main character of the novel "The white shroud". Based on the text of the novel, consider when Garšva's behavior is "healing", "nourishing" the individual, the creator, and society, and when it is harmful, dangerous, and to be stopped. What are this character's strengths and weaknesses, and how is he similar to a goutweed?

• In groups, students must defend (argue) their opinion. As evidence, testimonies of characters from A. Škėma's novel are presented. Each group must provide two stories (About A. Garšva as a herb and as a weed) from the lips of different characters.

• Students must present the created character testimonies, summarize the lesson in groups by answering the question, who is Antanas Garšva – a herb or a weed?

Homework: create a first-person narrative "Garšva in my class / school / city". Consider whether he would be a herb or a weed, and why.

Lithuanian language, geography, physics, chemistry, arts, biology

Antique myths in science and art

Author: Laima Matijoškienė

School: Vilnius Pilaitės gymnasium

Intended for grade: 10

Lesson idea: based on scientific disciplines and art, analyze Antique myths using the copying technique learned during the course to reveal creativity.

Course of the lesson:

• The class is divided into 5 groups: "chemists", "physicists", "geographers", "biologists", and "artists." Each group receives two tasks.

• The "Chemists" group: a) based on Greek myths, explain the origin of 5 chemical elements, indicating the chemical element, its chemical properties, physical properties, and the traits of the mythological character; b) create a "class elements table," assigning a mythological character that corresponds to each classmate's personality and character. The "Physicists" group: a) based on Greek myths, explain the operation of 3 different physical laws within the myth; b) construct wings.

• The "Geographers" group: a) based on Greek myths, explain the origin of several geographical locations; b) create a map of 3-5 locations mentioned in myths. The "Biologists" group: a) based on Greek myths, explain the emergence of 3 biological phenomena; b) create a representation of Earth as perceived by the Greeks. The "Artists" group: a) create a short film based on a chosen myth; b) create a song, poem, dance, or dramatization based on a chosen myth; create 3 illustrations of myths and select musical accompaniment for them. (choose 2 out of 3 tasks).

• Presentations of group tasks, discussion, self-assessment, and reflection.

English Language, biology, home economics, chemistry, history

Scientists' pizza

Author: Audronė Petrauskienė

School: Vilnius Emilija Pliaterytė progymnasium

Intended for grade: 6–8

Lesson idea: Exploring the production of yeast dough through the lens of a scientist. Baking pizza as a scientific experiment aimed at determining the influence of leavening agents and dairy products on the flavor of the pizza.

Lesson Progression:

• By the end of this lesson, students should be practically acquainted with a simple crepe batter (thin crepes), with baking powder (thick pancakes or curd fritters), and with yeast dough (pizza, small Christmas Eve cakes or rolls).

• Questions aimed at clarifying students' knowledge: which leavening/fermentation agent for dough is historically the oldest? Why was there a need to improve it? Why is the oldest dough leavening/fermentation agent still used in our times? Viewing a video is intended to supplement existing knowledge. It is advisable to turn on subtitles and comment on key points while watching; to ask students questions that allow for discussion and to ensure they have understood everything, and to write chemical reaction formulas on the board.

• Problem posed: what would happen if we improved pizza dough (speeding up the production process and changing some ingredients)? Could we discover a more advanced method of baking pizza?

• Students are divided into 4 groups and assigned a task – to conduct a scientific experiment. Each group must bake a pizza, using a different combination of ingredients for the dough:

  Group 1: yeast, milk and butter, wheat flour, salt;
  Group 2: yeast, water and oil, wheat flour, salt;
  Group 3: baking powder, milk and butter, wheat flour, salt;
  Group 4: baking powder, water and oil, wheat flour, salt;

For pizza toppings, all 4 groups must use the same ingredients: tomato sauce and cheese.

• The baked pizzas are divided into four parts and a "blind tasting" is conducted: groups receive plates marked with numbers containing pizza quarters and evaluate the aroma, taste, texture. After choosing the most appealing option, they try to guess which combination of products was used. The group that guesses correctly can be rewarded: they get to choose the theme for the next cooking practice sessions.

  Homework: Students are introduced to the history of the "Margarita" pizza by watching a short video. Task: to create their own dream country's pizza using their favorite dough recipe: toppings on the pizza can reflect the colors and heraldry of that country's flag, nature, or architecture. The culinary masterpiece is then to be photographed.

Lithuanian language, arts

Copying from J.R.R. Tolkien

Author: Katažina Sokolovskaja

School: Butrimonys Anna Krepštul gymnasium in Šalčininkai district

Intended for grade: 8

Lesson idea: While examining J.R.R. Tolkien's personality and work, create an individual image of a fantasy world. The technique of copying learned during the course is used in the lesson.

A two-lesson series. The first is dedicated to finding out what the students already know about the work and the author and to deepen that knowledge. The second lesson is for presenting and performing a creative task, as well as discussing the works.

The course of the first lesson:

• The introductory part of the lesson is aimed at clarifying students' knowledge about J.R.R. Tolkien's work "The Lord of the Rings." Students are asked to fill out a questionnaire, marking the statement that best describes their individual experience with the work and the author: "I know," "I want to learn," "I have learned."

• The second part of the lesson involves a visual task to discuss with students the image of J.R.R. Tolkien's fantasy world. Applying the method of visual thinking strategies – by showing movie posters of "The Lord of the Rings" trilogy, students must answer questions to clarify the content of the images: what is happening in this picture?; why do you think so?; what visuals lead you to think that?; what else can be noticed here? The teacher summarizes the students' responses.

• For familiarization with the writer J.R.R. Tolkien's biography and the peculiarities of his work, students are given a short text to supplement their questionnaires ("I have learned"). Time is allocated for sharing the knowledge gained with classmates.

• To summarize the results of the lesson, students must complete the sentence: "I think that a fantasy world is...". For this task, colored papers are distributed, which are later attached to a common sheet on the board.

An additional voluntary task. Students familiar with Peter Jackson's film adaptation of "The Lord of the Rings" are invited to try to embody or empathize with a chosen character from the trilogy and read the thoughts written on the board as that character would. (The restriction method learned during the course is applied to encourage creativity).

The course of the second lesson:

• Students individually choose a fantasy world theme that interests them the most: a fantasy city, a fantasy creature, a fantasy animal. Once they have selected a theme, students can proceed to the task of depicting their fantasy world. If necessary, students can consult and discuss with each other.

• Time is allocated for the creative process: searching for ideas, drafting sketches, refining ideas, and transferring the chosen sketch onto paper. Students individually select the technique for executing their work.

• For summarizing the lesson, students are divided into several groups (4-5 students each). Each group receives creative works from their classmates. The theme "Our Created Fantasy World" is clarified for the student groups.

• Using the "Right question institute meeting" method, students explore their classmates' creative works and raise questions about the fantasy world. The group selects a leader who records the questions that arise. Each group member formulates one question. Three essential questions are chosen, and a vote is taken to determine which one is most relevant to the context of the fantasy world and is worthy of further exploration and examination.

• The teacher collects all the questions and, based on their content, forms the activities for the next lesson to ensure the continuity of exploring the fantasy world theme.

Biology, geography, English language, arts

The butterfly effect

Author: Daiva Mikaliūnienė, Ramunė Stanevičienė

School: Vilnius Jonas Laužikas consulting-training center

Intended for grade: 6

Lesson idea: to confirm or refute the hypothesis "Deforestation has a tremendous impact on climate change".

Lesson tasks:

• Awakening: Review of the "Do not choose extinction" speech by a prehistoric influencer at the United Nations Climate change conference. Video

• Voting: a brief survey aimed at determining the relevance of the climate change issue among students.

• Brainstorming and video review: the question of why forests are important is raised. Students are encouraged to express their thoughts on the significance of trees. They are expected to supplement their answers after watching video segments about the importance of forests and climate change. 

• Activity in a green environment (creative task using the limitation technique): embodying a tree, students are to take a selfie and write a short comment. The limitation is that they cannot photograph the entire tree. This task can also be assigned as homework. 

• Group or pair work: students, provided with distributed materials and observing interactive maps and diagrams of forest logging and reforestation in different continents or states on the Forest monitoring website, must analyze, compare, and summarize the data. 

2nd lesson tasks:

• Role-play – conference "A future without forests?" (using the limitation technique): Participants include representatives of trees, fungi, animals (invertebrates and vertebrates), a politician, an environmentalist, a climatologist, a herbalist, a businessman (e.g., avocado or soybean farmer, timber merchant), an artist, and an air pollution expert. The tree gives the opening speech and the concluding address ("The tree's plea"). All others must familiarize themselves with the provided brief textual or visual information and, getting into character, introduce themselves and reveal their character's perspective on the forest using only nouns (e.g., 7 nouns and no other words).

• Summary and encouragement to act – think globally, act locally: Students are to present 1-2 suggestions on how they can personally contribute to the preservation of forests.

• Students are introduced to the European project Life Terra and the opportunity to participate in it. The project's goal is to plant 500 million trees in Europe over 5 years (by 2025) – symbolically one tree for every European. A mobile app is presented that records the coordinates of the planted sapling, includes it in a general registry, and tracks its growth. Using it, one can monitor the growth of their planted tree or care for trees planted by others. Video report.

Lithuanian language, history, biology

Theory of evolution. The structure and meaning of words

Author: Gintarė Motiekaitienė

School: Vilnius Pavilnio progymnasium

Intended for grade: 5

Lesson idea: While introducing students to the formation, change, and structure of Lithuanian language words, analyze the meanings and ambiguity of words. The lesson employs the technique of role reversal – how a lesson on Lithuanian grammar would be conducted by Darwin.

Course of the lesson:

• A sentence from a Lithuanian language textbook intended to discuss the topic of word structure is written on the board: "Until now, we have broken down the word into separate pieces, but it also has its own kind of spine."

• Task assignment: to determine the meaning of the word "spine". When answering the questions: what constitutes a spine? How to explain the phrase "spineless person", "he lacks a spine", "he is of strong spine", etc. Provide examples of historical figures who exemplify these idioms. What is characteristic of invertebrates? How have life forms changed over the course of evolution? Why was a spine necessary? What words can describe the human spine (strong, flexible, bent, stooped, misaligned...)? What does the term "trunk" mean? What is a plant's trunk? Why is the word "trunk" equated to the spine and can a plant's trunk be equated to a spine?

Homework:

• Consider and write a short text in which the student explains the meaning of the roots of their first and last name by answering the questions: what do family roots mean? What are the roots of a plant? Why are roots necessary for a plant? How does knowledge about plant roots expand my understanding of myself, my name, surname, and family? Why is the root considered the most important semantic part of a word?

Lithuanian language and ethics

Kristijonas Donelaitis, a Lithuanian literary classic – the guardian of ethics

Author: Vilma Kisielytė-Hancharyk

School: Dieveniškės "Rytas" gymnasium in Šalčininkai district

Intended for grade: 6

Lesson idea: To become acquainted with the first work of Lithuanian fictional literature, the historical circumstances of the poem's publication, and the author's personality. While reading excerpts from the work, answer the question: "What does it mean to live “viežlybai” - living with dignity?

Course of the lesson:

1. Students are presented with illustrations from K. Donelaitis's poem "The Seasons" and tasked with discussing what the poem might be about.

2. After dividing into groups, students are to select the most important facts and contributions of the writer's life from the provided website and present them to their classmates.

3. While reading an excerpt from the poem "The Seasons", students are asked to clarify the meaning of the word "slunkius" – sluggard.

I wish the winter had remained a longer while,
Or that we were sent here just to eat, drink, and sleep!
But now, Lord pity us, the summer time draws near
And summons us take up unwelcome loads of toil.
Ah, wellaway! Sad tears befill my weary eyes;
And that old wife of mine -you well know woman's ways -
Wears anger on her face and often sighs and cries.
So I, lamenting and forseeing joyless days,
I say to her, 'Dear Ma, for once try not to cry;
There is enough of time to do the work undone.
We know that an old wheel, which barely turns around,
Outlasts the new one, which keeps twirling round and round
And falls apart because of turning much too fast.
Even a stubborn horse, which hardly moves along,
Oft drags a heavy load to a more distant point
Than the brisk steed, which struts and jumps himself all out,
And oftentimes incurs a mishap needlessly.
And take the vender of the homemade axel grease;
He, on a squeaky wheel, just drags from town to thorp,
And yet he manages to earn a goodly coin.

So what of it, if some darn fool works on the run
And twists his aching brain, until his heart burns out!'
"My father, Kubas, all his life would never rush,
And e'en his father, Stepas, never favored haste.
My father many times, while lying drunk in bed
Wrapped up in an old coat, would curse and shout at us:
'You children must beware of modern ways and styles!
Keep living on the way your parents used to live.
Be wise; conserve your strength and never rush at work.
Be thrifty; learn to save while you are young and strong,
Then in your hoary age you will have good reserves.'
And so I took the wise advice of my old man,
And will repeat his words as long as I shall live."

4. After clarifying the meaning of the word "slunkius" - sluggard, students are invited to discuss how the “slunkius” justifies their laziness and to debate how we justify our own laziness.

5. A creative task is assigned: divide into groups of two, select a book from the children's fiction section of the library, and upon opening the first page encountered, identify all the adjectives within the allotted time. After selection, discuss among yourselves and decide which adjectives best describe the word "slunkius" – sluggard.

The concept of "viežlybumo" – virtuous, polite, good – is explored together. We summarize what it means to live "viežlybai – with dignity."

For homework, the method of limitations learned during the course is used to encourage creativity. Task: create a short comic (4–6 scenes) about how the “slunkius” (sluggard) justifies their laziness, using the adjectives selected during the lesson.

Lithuanian language

Literary periods

Author: Danguolė Šalkauskienė

School: Ignalina district Vidiškiai gymnasium

Intended for grade: 11

Lesson idea: My visionary is a choreography teacher. I am fascinated by her creativity, engaging lessons, and the organization of work during classes. I tried to imagine how a literature lesson for eleventh graders would go if it were led by a choreographer. The lesson employs techniques learned during courses, such as stepping into another's shoes and using constraints, to reveal creativity.

Lesson topic and progression:

The lesson topic – consolidating knowledge about Lithuanian and world literary periods from the 14th to the 18th century.

1. Students are divided into 3 groups according to literary epochs: renaissance, baroque, and classicism, by drawing lots.

2. Each group is given tools to complete the task: A3 size paper, writing and drawing materials, online video links to familiarize themselves with the music and dances characteristic of the epochs.

3. The task is formulated: to prepare an informational poster presenting the epoch, reflecting the features of the literary period, and personalities, and to prepare a presentation using the music and dance steps of that time: Renaissance – Galliard, Baroque – Minuet, Classicism – Waltz.

4. Presentation and discussion of the creative task.

Lithuanian language

Variable factors in novel analysis / Circumstance management

Author: Zita Mazūrienė

School: Visaginas "Žiburys" primary school

Lesson idea: Analyze a literary work by stepping into the role of Juozas Grušas, the author of the novel "Love, jazz, and the devil". The technique of role-playing, acquired during the course, is used during the lesson.

Additional material: Regimantas Tamošaitis's article "Authority as will and image"

Course of the lesson:

Task 1: While analyzing J. Grušas's novel "Love, jazz, and the devil" and based on R. Tamošaitis's article "Authority as will and image", students are given a creative task to embody the writer's role and choose one of the tragicomedy's characters (Lukas, Beatričė, Andrius, or Julius). They must list all the reasons for the lack of authority in that character's life and undertake circumstance management – propose a solution for how the character could change a negative situation into a positive outcome.

Task 2: Having assumed the role of the chosen character, write a monologue in which they contemplate why they lack or possess authority in their life. While writing the monologue, attempt to recreate the character's manner of speaking and the author's style.

Presentation, discussion, and self-assessment of the tasks.

Lithuanian language

A problem is an opportunity

Author: Oksana Aleknavičius

School: Vilnius district, “Rukainiai” gymnasium

Intended for grade: 11–12

Lesson idea: The lesson idea was inspired by an interview with the artist Robertas Narkus. His concept of viewing a problem as an opportunity could be applied to literature analysis. Characters in literary works are often depicted as creating their own problems or finding themselves in adverse circumstances and solving them. Such works could be analyzed using Narkus's proposed method of circumstance management.

Task:

While discussing V. Mykolaitis-Putinas's novel "In the Shadow of Altars," when talking about why the character Liudas Vasaris does not leave the seminary, students are asked to consider what new opportunities this problematic situation provides him.

• The motives for Liudas Vasaris to join the seminary are recalled (parents' wishes, doubts about the existence of God, "the desire to work for the good of the homeland," historical context (early 20th century, national revival, the authority and example of Maironis).

• Students are divided into 4 groups, and after familiarizing themselves with the text (specifically the part discussing the motives for joining), they must come up with at least one problematic question about why that motive is significant/does not allow the character to change the situation.

Example question:

How did the traditional way of life in the community influence the character's decision to join the seminary? The historical-cultural context determined, i.e., the prevailing traditions in society or community, that having a priest in the family is an honor; the historical context and the influence of authoritative figures left the character with no opportunity to reject the priesthood, etc.

• At the end of the lesson, propose the "Three Chairs" method: how a dreamer, a realist, and a skeptic would address these issues.

Lithuanian language

Jonas Biliūnas and haiku

Author: Dovilė Bisigirskienė

School: Jonava “Raimundas Samulevičius” progymnasium

Lesson idea: to create a haiku based on Jonas Biliūnas's work “Kliudžiau”

Task:

In Jonas Biliūnas's story "Kliudžiau", find and underline appealing keywords and arrange them into a haiku – a poem consisting of three lines with a specific syllable count of 5-7-5.

Lithuanian language

Folklore. What do riddles have in common with my future profession?

Author: Gitana Katkevičienė

School: Vilkaviškis district Kybartai "Saulės” progymnasium

Intended for grade: 5

Lesson idea: Using the example of a riddle by writer J.R.R. Tolkien (from the work "The Hobbit"), create a four-line riddle about one's dream profession.

Course of the lesson:

• A brief video film viewing is intended to introduce J.R.R. Tolkien's characters – the Hobbits. Students are asked to consider in writing (2-3 sentences) why we talk about the writer and describe the characters.

• An individual creative task is assigned: using the example of J.R.R. Tolkien's riddle and a four-line structure, create one's riddle about a dream profession and illustrate it.

Without a voice, it weeps,

Without wings, it flutters,

Without teeth, it bites,

Without a mouth, it murmurs.

• Presentation of creative works in class. Classmates hearing the riddle are invited to solve it.

• Discussion and reflection on the lesson.

Lithuanian language

Alice in Wonderland meets my futuristic character

Author: Monika Dimšienė

School: "Apvalaus kvadratas"

Intended for grade: 5

Lesson idea: In analyzing Lewis Carroll's work "Alice's adventures in Wonderland and through the Looking-glass", a creative task is assigned: to create a narrative that includes all types of text (narration, description, reasoning) according to the conditions. The method of limitations learned during teaching is applied to encourage creativity.

• Task: Think of another fantastical character that Alice might have met in Wonderland and the Looking-glass world.

• Transpose such an encounter to the 22nd century.

• Create an event – the meeting between Alice and the fantastical character (NARRATION).

• Describe how Alice and the fantastical character she meets look without using adjectives (DESCRIPTION).

• Create a dialogue between Alice and the imagined character on a topic that is NOT relevant in our era (but will be relevant in the 22nd century) (REASONING).

• Think of a title for your narrative that does NOT mention either Alice or the character she meets.

• Write a text exactly 150 words in length, no more, no less.

• Illustrate your narrative – draw an insignificant detail of your story.

• Present your created narrative in an irregularly shaped paper, but ensure the text is visible and readable (without unfolding or opening anything).

Lithuanian language

Identifying with a fictional character

Author: Inga V.

School: Vilkaviškis district

Lesson idea: by observing objects in the environment, determine their characteristics, compare objects based on characteristics, expand the vocabulary of words used by students, and foster creativity using the technique of limitations.

Course of the lesson:

In the first part of the lesson, students are introduced to the topic and assigned a task – to extract an object from a box. Each student is required to describe the object by defining its characteristics: describing the object's shape, color, and material. The same task is repeated after dividing the students into 2 groups so that they have the same objects, only with different characteristics. The task is to learn to ask questions (such as "what?" "which?") and describe the objects by comparing them. Students ask each other about their blocks, and another student asks about another student's block, and so on.

In the second part of the lesson, a creative task is assigned – this time to pull an object from a magical box and describe it by defining its magical properties. Students are divided into pairs. Each pair has two objects with magical properties and is tasked with creating a short story in which these objects with magical qualities are the characters. In the narrative, students are asked to use as many words as possible that describe the objects' properties. Time is allocated for the creative task – to write a short story. Discussion and self-assessment of the work follow.

Homework: Throughout the day, in everyday activities, when talking about objects, mention at least one word that describes a property of the object.

Lithuanian language

Words that signify the characteristics of objects

Author: Milda Liaugodienė

School: Kelmė's "Kražantės" progymnasium

Lesson idea: by observing objects in the environment, determine their characteristics, compare objects based on characteristics, expand the vocabulary of words used by students, and foster creativity using the technique of limitations.

Course of the lesson:

In the first part of the lesson, students are introduced to the topic and assigned a task – to extract an object from a box. Each student is required to describe the object by defining its characteristics: describing the object's shape, color, and material. The same task is repeated after dividing the students into 2 groups so that they have the same objects, only with different characteristics. The task is to learn to ask questions (such as "what?" "which?") and describe the objects by comparing them. Students ask each other about their blocks, and another student asks about another student's block, and so on.

• In the second part of the lesson, a creative task is assigned – this time to pull an object from a magical box and describe it by defining its magical properties. Students are divided into pairs. Each pair has two objects with magical properties and is tasked with creating a short story in which these objects with magical qualities are the characters. In the narrative, students are asked to use as many words as possible that describe the objects' properties. Time is allocated for the creative task – to write a short story. Discussion and self-assessment of the work follow.

  Homework: Throughout the day, in everyday activities, when talking about objects, mention at least one word that describes a property of the object.

Lithuanian language, chemistry

Antiquity in Mendeleev's periodic table

Lesson idea: By analyzing myths from Antiquity and corresponding chemical elements, distinguish the characteristics and properties of both. The tasks employ the technique of copying.

Course of the lesson:

• Students are divided into groups. Each group must find as many element names as possible in the "Mendeleev's Periodic Table of Elements" that originate from myths of Antiquity. Once found, list the elements on the board. (Examples include Tantalum, Niobium, Europium, etc.).

• Each group is invited to draw one chemical element. Tasks: a) using chemistry and literature textbooks and distributed materials, gather as much information as possible about the assigned chemical element; b) fill in a table indicating the chemical element's atomic structure, position in the periodic table, physical properties, and describe the mythological character's traits; c) devise an original presentation of the chemical element (poster, interview, narrative, song, etc.) linking it to a character from an Ancient myth.

• Presentations and discussion.

Author: Laima Matijoškienė

School: Vilnius Pilaitės gymnasium

Intended for grade: 10

Lithuanian language

Learning through play

Author: Daiva Pugačiovienė

School: Vilnius district Kalveliai "Aušra" gymnasium

Intended for grade: 9–11

Idea: To use games, acquired techniques, and methods in daily lessons

• For essay writing – dividing students into groups as "authors" and "editors," assigning the task for some to "write a paragraph" and others to "improve the paragraph."

Teacher's reflection: "I am very pleased because even those who find it difficult to write essays engaged successfully in the activity."

• For text comprehension – reading excerpts from a work and retelling the plot while sitting on the "optimist," "pessimist," or "realist" chair.

• For syntax lessons, consider using the "Story Cubes" game where students roll dice to create a collective story by coming up with a complex subordinate clause for each rolled image. Additional points can be awarded to students who propose a syntactic synonym.

English Language, history

The history of fashion and technology

Author: Gabrielė Dudzinskaitė

School: VGTU engineering lyceum

Intended for grade: 9

2 lessons. Lesson idea: By analyzing different historical eras and comparing fashion styles and technologies, recognize and use the correct grammar of "used to" and "would," and expand the specific English vocabulary that reveals the theme. The technique of constraints was used in preparing the lesson tasks.

The course of the first lesson:

• While reading a selected text, identify new nouns and verbs related to the theme and their associated prepositions.

• Analyzing the same text and working in pairs, find 3-5 differences in how people used to dress in the past compared to now, discuss the differences found, and in a discussion with another pair, compare the fashion trends of the epochs. Students must formulate sentences and questions using new words and forms based on several provided examples, using the new grammar in questions.

• Working in small groups, students are asked to tell each other what they have learned about their topic, as well as write down some positive/negative sentences and questions.

• In the second half of the lesson, visual material designed to introduce the topic of fashion is reviewed. Working in pairs, students have to compare the information they have found with that of a friend. Time is allocated for discussion.

• When viewing the visual material again, students must write the missing words in the text.

During the second half of the lesson, a review of visual materials designed to introduce the topic of fashion takes place. Working in pairs, students are required to compare the information they and their partner have found. Time is allocated for discussion.

Homework:

1. Write a short essay on childhood, incorporating new vocabulary and grammar.

2. Upon selecting a preferred fashion trend or period, prepare to present it.

• Imagine that you are a representative of a certain fashion era who meets with a contemporary teenager. Together, you want to create a new fashion brand and introduce a collection. What would it be like? Create a name for your fashion brand and describe the types of clothing and accents you would like to use in your collection. What elements from your represented fashion period would you retain? What would you discard? What elements from today's fashion would you incorporate? You may also create sketches for your designed collection.

• Imagine creating a new technology, a technological tool, that will be featured in a journal article. What kind of technology/tool will it be? What are the three main features it will possess? How will it be superior to the existing technologies available now? Will this technology have any drawbacks? Write the title of this article and the first paragraph.

  The course of the second lesson:

• Students in groups must present a project on their chosen era, focusing on aspects of fashion or technology.

• Discussion of the homework assignment – an essay.

English Language

Grammar (possessive structure, genitive) by reading a novel

Lesson idea: Exploring cultural themes through literature

Lesson plan:
The focus of this course revolves around the exploration of cultural elements, with particular emphasis on literature. Throughout this instructional session, our attention will be directed towards literary analysis. Over the course of approximately three weeks, students have diligently engaged with an English-language novel in their private study.

Task:

• Students will begin by independently reading their chosen novels, during which they are tasked with identifying and collecting ten instances of possessive structures from their respective novels. Additionally, they are required to record these structures within a shared Google Drive document.

• Following this, pairs of students will exchange novels, selecting ten possessive structures from their partner's novel. Subsequently, they will collaboratively craft a story in English utilizing these chosen expressions, aiming for a total word count of approximately 50 words.

• Once the initial stories are completed, pairs will exchange their narratives with another pair. The receiving pairs will then build upon the existing story, adding approximately 50 words to continue the narrative.

• For the final exercise, students will collaborate with artificial intelligence (AI). Each pair will provide the teacher with five words or expressions extracted from their story. The teacher will then utilize AI technology, specifically Fusion Brain, to generate visual representations corresponding to the provided words or expressions.

  For example: boy’s, face, forest, the roof of the building, smile.

Summary: The integration of grammar and literature proved to be fruitful. Throughout this endeavor, students not only enhanced their understanding of linguistic structures but also cultivated collaborative skills through interaction with peers. The inclusion of unconventional exercises, distinct from our standard curriculum, provided an element of surprise and novelty, stimulating engagement and creativity. Additionally, students gained insights into the intricacies of creative writing and explored the interplay between visual imagery, written expression, and artificial intelligence. Recommended to use Padlet.

Author: Sirpa Piispanen

Finland

Intended for grade: High school

English Language

Connections Between Literature, Visual Arts, and Personal Expression

Lesson idea: To engage students in interdisciplinary activities that combine literature analysis, visual arts exploration, and critical thinking skills development

Activity 1: Literary analysis and visual arts integration

• Present slides featuring novels and data related to nuclear energy and literature.

• Students write essays on the novels they have read and include pictures depicting the novel's atmosphere or emotions evoked.

• Collect pictures and list novels for class discussion.

Activity 2: Photogames and emotional expression

• Show slides with diverse images (fruits, landscapes, animals, etc.).

• Ask reflective questions about students' emotions and experiences.

• Engage students in an exercise where they recreate a still photo or scene depicted in a given picture.

• Encourage students to create two versions of the picture and develop stories based on their creations.

Activity 3: Drawing and genre exploration

• Students cut a piece of their own pictures and draw the missing parts.

• Pair students to discuss their creative process and final drawings.

• Students choose a specific style or genre (cartoon, crime movie, etc.) for their drawing.

Activity 4: Abstract art and artistic analysis

• Present a painting divided into four parts.

• Students work in pairs to analyze the painting and discuss their interpretations.

• Assign students roles of different artists and encourage them to conduct research on the assigned artists.

Activity 5: Vocabulary treasure hunt

• Introduce the task "Let’s create a zoo".

• Students work in pairs or groups to choose animals, discuss zoo locations, and consider zoo-related professions.

• After group presentations, students write a news bulletin about the zoo, incorporating information from classmates' presentations.

Author: Sirpa Piispanen

Finland

French Language

French vocabulary copying adventure

Lesson idea: To enhance vocabulary acquisition and retention through creative copying strategy

Introduction:

• Start the class with an exciting announcement: “today, we embark on a French Vocabulary Copying Adventure!”.

• Explain to students that they will explore new French vocabulary related to daily activities, hobbies, or interests through a fun and interactive copying activity.

Setting the scene:

• Play adventurous music to set the mood and build excitement.

Task of treasure hunt for words:

• Compose teams of 2 to 3 students.

• Provide each team with a treasure map (worksheet) containing hidden French vocabulary words (landmarks on the map) related to daily activities, hobbies, or interests.

• Instruct students to examine the map, locate the hidden words and navigate their way through the treasure map by copying the words they discover into their notebooks.

During the task:

• Guide students on a voyage through the French language as they uncover hidden words such as "nager" (to swim), "jouer" (to play), "lire" (to read), "écouter de la musique" (to listen to music), and more.

• Encourage students to pronounce each word aloud as they copy it, practicing proper pronunciation and intonation.

Adventure challenges:

• Along the journey, present adventure challenges where students should use the copied vocabulary in context. For example, they might act out a daily activity or describe their favorite hobbies using the newly acquired words.

• Reward students with "treasure chests" (small prizes or stickers) for successfully completing each challenge.

Creative cartography:

• After completing the treasure hunt, encourage students to create their own "French adventure maps" featuring the vocabulary words they've copied. They can illustrate each word with pictures or symbols to reinforce comprehension.

Celebration of success:

• Conclude the adventure with a celebration of students' accomplishments. Invite them to share their favorite vocabulary words and adventure stories with the class.

Conclusion: by transforming vocabulary copying into an exciting adventure, students will be motivated to engage actively with the French language while having fun exploring new words and expressions.

Author: Hanane Derbouz Rouibete

Finland

Intended for grade: 5

English Language

Exploring Kalevala: poems and art

Lesson idea: These two lessons (2x90 min) are designed to delve deeper into the Kalevala poems and Kalevala-related art. Prior to these lessons, students should have a basic understanding of the Kalevala's plot, characters, and main features.

TASK 1:

• Discuss the main points and characters of the Kalevala covered in the last lesson.

• Reintroduce the language of the Kalevala by displaying the school's old Kalevala book

• Then, the teacher will display the website of the Society of Finnish Literature on the board.

TASK 2:

• We will get to know the translation of the first poem and the poem itself together.

• We will read the poem together and note that the Finnish language is different, and some words are difficult to understand, but nevertheless, in general, we understand what is being said in the poem.

After that, we will get to know Kalevala-themed art with the help of Ryhmärenki. The teacher projects the pictures on the board, gives instructions for the task, and divides the students into pairs.

TASK 3:

• Each student opens Classroom, from which they open the link to the pictures.

• Students get to know the pictures independently and choose the one they like. Each student sends a short e-mail message to their partner, briefly explaining the main features of the picture.

• After this, we go on a round together, where everyone gets to tell what kind of message they received from their partner. The couple can tell what the picture is about or the others can try to guess what the picture is about.

TASK 4:

• Next, the student opens the Docs file to be done via Classroom.

• Now he can write about the picture in more detail as if he were a writer. He can describe the picture in more detail, come up with his own meanings and stories from the picture, if he wants, he can distance the picture from the Kalevala.

The student can also, if he wishes, write his own poem about the picture, which can be related to the Kalevala or can also be distant from it.

NEXT LESSON

In the next lesson (90 min), the student can read his own text and poem, first with a couple alone, and then to the whole class if he wants.

1. After that, we will familiarize ourselves with the site's picture game, where you have to combine familiar pictures with the right poem.

2. Everyone gets to get to know the characters of Kalevala. There is a link in Classroom where the student can get to know the people independently and can choose the one they find most interesting. He gets to know the person in more detail, e.g. Google's information and pictures about him.

3. When he has gotten to know the character in more detail, he opens his own Docs file and writes a Fanfiction text about the character about an A4 page long.

Examples of task implementation:

• The chosen character in a new environment, in this time, or something unexpected happens to him.

• The student writes in the Kalevala, for example, a new end, beginning, event, or a character in which the chosen character is also included.

Author: Jenni-Pauliina Jokinen

Finland

Intended for grade: 7–9

Physics, language, literature

Analyzing nuclear disaster

Author: Inna Sukhenko

Finland

Theme: Analyzing nuclear disaster as part of energy biography and understanding its impact on individuals and environment

Lesson idea:

Students will examine how a nuclear disaster, such as the Chernobyl accident, affected participants and how they can convey this experience and nuclear knowledge through their perspectives.

Lesson plan:

• Explain what an "energy life path" is and how a nuclear disaster becomes part of it.

• Explore how this disaster affected individuals and the environment.

Analysis from different perspectives

• Review different participants who could be involved in this analysis (engineers, directors, grandmothers, or other participants of the nuclear disaster).

• Examine how these individuals can convey their experiences and knowledge through literary narrative.

Analysis and Discussion

• Examine how the concept of survival changes before and after a nuclear disaster.

• Discuss how hope, migration, resilience, and agricultural activities relate to the survival process.
  
  Practical Task: "Energy Biography"

• Ask students to analyze how a nuclear disaster becomes part of their "energy biography".

• Prepare a fragmented narrative where they reveal their perspectives and experiences with the Chernobyl disaster.

Group Discussions

• Encourage students to share their analysis results with classmates

• Allow them to raise questions, clarify unclear areas, and share observations.