Name
DQ: WHAT WOULD YOU DO IF YOU WERE THE SAME AGE AS YOU ARE NOW, LIVE IN THE SAME TOWN AS YOU DO NOW, BUT INSTEAD OF BEING 2016 IT WAS 1816?
Topic
Macedonian language History
Learning time
7 hours and 40 minutes
Designed time
5 hours and 20 minutes
Size of class
21
Description
(I've created just the few introductory lessons) In order for students to understand the late rising of Enlightenment period in Macedonia, they have to understand the life in the XIX century. DQ: WHAT WOULD YOU DO IF YOU WERE THE SAME AGE AS YOU ARE NOW, LIVE IN THE SAME TOWN AS YOU DO NOW, BUT INSTEAD OF BEING 2016 IT WAS 1816?
Aims
Students (AGE 13-14) would: - dexplain the pretext for late Enlightenment (historical, political, linguistic); - be the Avantgarde (apply, cause and consequences - based on the driving question); - analyze and evaluate the said cause and consequences.
Outcomes
Comprehension, Application, Analysis, Affective learning outcomes
Editor
VPetrova
Edit
Introduction: The pretext of the topic
40 minutes)
  • Read Watch Listen
    5
    21
    1
    TLA explanation: Teacher gives the general characteristics of life and living in the early XIX century: the city life and the rural life. Then asks students to watch a short video of a traditional story. The teacher gives the students previously designed learning diary page and explains it and its content. Teacher introduces TeamUp online application
  • Read Watch Listen
    20
    21
    0
    Students watch the video: https://www.youtube.com/watch?v=7t8aAV2GrsY While watching, they make notes of what they learn about the way of life in the period the story is set.
  • Investigate
    10
    21
    0
    Students investigate what other students in their group have noted in their notebooks about the way of life in the story's setting.
  • Discuss
    5
    3
    0
    Students work in groups determining what each one of them would investigate. They should particularly focus on important history events, important political figures and important written documents.
Notes:
Homework: Ask your grandparents or your friends' grandparents for same information that's on your learning diary page, but in the 1960's or 1970's and collect information.
Resources linked: 0
Introduction: Investigate life in 1960s-70s
40 minutes)
  • Investigate
    10
    21
    0
    Students investigate what other students findings are. They walk from one to the next students, compare notes and add to their LD page thus collecting more information about the 1960's or 1970's History, Politics, Literature
  • Collaborate
    20
    3
    0
    Students work in original groups of 3 writing a short essay of their findings in 1st person ('I wake up at...', 'I go to...' etc.)
  • Discuss
    10
    21
    0
    Each group reads the essay and a discussion about what's good and what needs to improve is conducted.
Notes:
Homework: In your groups investigate the same information that's on your LD page, but for the 1900's and collect information.
Resources linked: 0
Introduction: Life in 1900s
40 minutes)
  • Investigate
    5
    2
    0
    Students from groups investigate other groups findings. They compare notes and add to their LD pages making a collection of information about events, politics and literature in Macedonian in the 1900's.
  • Investigate
    5
    3
    0
    Students investigate in their groups about what other students of the group found out and compare and fill in their LD pages.
  • Collaborate
    10
    3
    0
    Students work on an essay as a group in which they include their findings. They give their character a name and certain function (it can be some of the political or historical figures they discovered during their investigation)
  • Practice
    20
    3
    0
    Based on their own experiences and findings in the previous activities, students try to predict life in the middle of 1800's (1830 - 1870). Used tools (as learned previous year): Google Slides, Sway, Tackk
Notes:
The teacher informs the students that they would be using computers or tablets for the next class.
Resources linked: 0
Introduction: Life in XIX century in Macedonia
40 minutes)
  • Practice
    5
    21
    0
    The teacher explains that they would be working as a group online, creating weebly student page assigned to a group. The teacher gives each group the credentials to sign in to weebly student site and instructs the group to make 4 pages with their findings about life in the period of 1850 - 1920.
  • Produce
    30
    3
    0
    Students work on their assigned web pages giving it NAME and organizing their 4 pages.
  • Discuss
    5
    21
    0
    Whole class discussion about the activity. Students are instructed to visit teacher's weebly site and the subpage created for this lesson where they will find the URLs to other groups' sites and vote for the best site in the embedded Tricider. In the Tricider they should leave at least 3 comments to different sites, excluding their own site, and vote the same way.
Notes:
BYOD for next few days. You'll get Google Form at the end of each day which is worth a badge that will be used towards your final assessment.
Resources linked: 0
Research: First authors - early Enlightenment period in Macedonia
40 minutes)
  • Read Watch Listen
    3
    21
    0
    Students are instructed to research the first printed books in Macedonian. They should focus on the beginning of the XIX century. INSTRUCTIONS for students: 1. The names they should research: Joakim Krchovski and Kiril Pejchinovich. 2. Make notes on: Titles of their work, Topic, Language characteristic. 3. Compare and contrast your notes.
  • Collaborate
    3
    3
    0
    Students should delegate inside the group who'd do what of their tasks and make notes in their individual and comparative work.
  • Investigate
    10
    1
    0
    Students research the two authors with the instructions they were given. They use the annotating tool for the sites they visited and information they found.
  • Collaborate
    9
    3
    0
    Students work in their groups. They share the information they discvered.
  • Produce
    10
    3
    0
    Students start on their presentation. They are free to choose any of already used presenting tools (so far we've covered Google Slides, Sway and Tackk in the previous year)
  • Discuss
    5
    21
    0
    Whole class discussion about the activities of today's TLA's. What did you like? What did you dislike? Are you satisfied with what you accomplished today? How did you contribute to your group? What was the most valuable thing you've done today?
Notes:
At home, fill in the Google Form 1 (found at teacher's site). It's worth a badge.
Resources linked: 0
Research: Euducation and enlightnement in Macedonia
40 minutes)
  • Read Watch Listen
    3
    21
    0
    Instructions for students: Research the first teachers in XIX century. Special focus on Dimitrija Miladinov. 1. His biography (1 paragraph) 2. How many of his students turned into most significant Macedonian writers in the XIX century? Which are they?
  • Investigate
    15
    3
    0
    Students investigate as a group, annotating web-pages where they found the information. The organization of the work in the group is observed and points are being awarded about their individual contribution and collaboration.
  • Produce
    10
    3
    0
    Students continue working on their presentation with the chosen presenting tool adding information about Dimitrija Miladinov
  • Practice
    7
    3
    0
    Students start practicing their presentations and make presenter's notes.
  • Discuss
    5
    21
    0
    Whole class discussion about the activities of today's TLA's. What did you like? What did you dislike? Are you satisfied with what you accomplished today? How did you contribute to your group? What was the most valuable thing you've done today?
Notes:
At home, fill in the Google Form 2 (found at teacher's site). It's worth a badge
Resources linked: 0
Research: Beginning of Macedonian citizen literature (second half od XIX century)
40 minutes)
  • Read Watch Listen
    3
    21
    0
    In todays period we'll cover the 3 most important authors of the XIX century you found out about in the previous period: Rajko Zhinzifov, Konstantin Miladinov and Grigor Prlichev. Focus on their: 1. Biography 2. Work 3. Recognition.
  • Collaborate
    3
    3
    0
    Groups delegate work and authors. Agree on steps of their investigations.
  • Investigate
    8
    3
    0
    Students investigate the authors by internal assignments, annotating web-pages and taking notes.
  • Discuss
    5
    3
    0
    Groups share and discuss their findings. Make selections that would go on their presentation.
  • Produce
    10
    3
    0
    Students continue working on their presentations adding today's information to it.
  • Practice
    7
    0
    Students practice their presentations and add presenter's notes
  • Discuss
    4
    21
    0
    Whole class discussion about the activities of today's TLA's. What did you like? What did you dislike? Are you satisfied with what you accomplished today? How did you contribute to your group? What was the most valuable thing you've done today?
Notes:
At home, fill in the Google form 3 (found at teacher's site). It's worth a badge.
Resources linked: 0
Working on presentation
40 minutes)
  • Read Watch Listen
    5
    21
    0
    The teacher informs students that the assessment will consist of 3 parts: 1. Their formal presentation (Google slides, Sway or Tackk) attached to the assignments page on teacher's site (30%) 2. Numbers of badges collected (30%) 3. Creative way of presenting the most significant thing about XIX century in Macedonia. (40%) Having said that, the teacher explains that students have worked on No. 1. and 2. by instructions, as for No. 3 they have to work as a group and use any tool they want, for instance: enact life in XIX century, make a cartoon about one of all of the people they investigated, make posters, recite their poems etc.
  • Discuss
    7
    21
    0
    Q & A about the creative presentations. All students' questions need to be answered by the teacher or other students. In a way, this is brainstorming.
  • Discuss
    8
    3
    0
    Students brainstorm in their groups about the possible creative presentations, vote and agree.
  • Practice
    15
    3
    0
    After they've agreed, they start working and practicing their creative presentations. They can do it in the classroom or in the school yard. They need to be back in the classroom in 15 minutes for general discussion.
  • Discuss
    5
    21
    0
    Whole class discussion about the activities of today's TLA's. What did you like? What did you dislike? Are you satisfied with what you accomplished today? How did you contribute to your group? What was the most valuable thing you've done today?
Notes:
Students can practice their creative presentations after class. The deadline for their formal presentations submission is by the last day of this PBL.
Resources linked: 0

Learning Experience

One or more graphs might not display correctly, because one or more learning types do not have duration set.
Social learning graph will not display correctly, because no class size is set.
Social learning graph will not display correctly, because one or more learning types do not have group size set.