Guide for teachers and students "Children's eyes, children's hearts"

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Children’s eyes, Children’s hearts
GUIDE FOR TEACHERS AND STUDENTS

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PARTNERS
 SZKOŁAPODSTAWOWANR171 im. Stanisława
Staszica,Warsaw, PL- POLAND
 KIRAZLI ORHAN SEYFI Orhonİlkokulu ve Ortaokulu
ISTANBUL, TR– TURKEY
 INSTITUCIÓCULTURAL MONTAGUT, SA Vilafranca
del Penedès, ES– SPAIN
 ISTITUTOCOMPRENSIVON. 6 "COSMÈTURA“,
Ferrara, IT– ITALY
 DIMOTIKOSXOLEIOPOLISITOU- PRIMARYSCHOOL
OFPOLISITOS, Xanthi, EL– GREECE
 ESCOLABÁSICAPROFESSORALBERTONERY
CAPUCHO, Leiria, PT– PORTUGAL
 ŞCOALAGIMNAZIALĂNR. 29 “MIHAI VITEAZUL”,
Constanţa, RO- ROMANIA
Authors: Ioana Ghiban (RO), Renata Rădulescu (RO), Mariana Negrilă (RO)
Grazyna Tucholska (PL),Helena Jesus (PT), Ingrid Pujol (ES), Dimitris
Tsakalos (GR), Marcello Brondi (IT), Esra Tanatar (TR)
Coordinator: Mariana Negrilă (RO)
Proofreading: Carmen Badea (RO)
Editor: Mădălin Roşioru (RO)
ISBN: 978-606-598-419-6

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Dear students and teachers,
This book is meant to be a guide, written by all the
partners in Comenius project “Children’s eyes,
children’s hearts” from Poland, Romania, Portugal,
Spain, Italy, Greece and Turkey. This guide is made
up of five chapters and additional readings.
Each chapter contains different activities on
children´s rights.
The students have to fill in some tables, to draw and
colour, to write compositions, to find out endings for
some texts etc.
The teachers are offered useful materials to practise
with their students for example lesson plans about
healthy food, ideal school.
Good luck and keep on working!

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Chapter I - ME / p. 6
Activity 1- Write about yourself! / p. 7
Activity 2 - Self portrait / p. 8
Activity 3 - Comics: A day in my life / p. 9
Activity 4 - My card / p. 10
Activity 5 - Numbers in my life / p. 10
Activity 6 - Superlatives / p. 11
Activity 7 - Anagram / p. 12
Activity 8 - I’ve grown up / p. 13
Activity 9 - Me in Story World / p. 14
Activity 10 - Me walking in somebody else’s shoes / p. 15
Activity 11 - To be trustworthy / p. 16
Activity 12 - The Map of my Heart / p. 18
Activity 13 - My personal poster / p. 19
Chapter II - MY FAMILY /p. 20
Activity 1 - My Family Tree / p. 21
Activity 2 - My family responsibilities globe / p. 22
Activity 3 - Family portrait / p. 23
Activity 4 - Who do I look like?! / p. 24
Activity 5 - My mother / p. 25
Activity 6 - My father / p. 26
Activity 7 - The perfect gift / p. 27
Activity 8 - Quiz! / p. 28
Activity 9 - 24 hours of a day / p. 29
Activity 10 - How often do you and your family do these activities in a month?
/ p. 30

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Chapter III - IDEAL SCHOOL /p. 31
Activity 1 - Identities / p. 32
Activity 2 - Drawing / p. 33
Activity 3 - Complete the drawing / p. 34
Activity 4 - Scrabble table / p. 35
Activity 5 - Labyrinth / p. 36
Activity 6 - School calendar / p. 37
Activity 7 - An ideal school timetable / p. 38
Activity 8 - Give me 5 / p. 39
Activity 9 - Keep the school tidy / p. 40
Activity 10 - Counting classroom objects / p. 41
Activity 11 - The clock / p. 42
Activity 12 - Meals at school / p. 43
Activity 13 - Changes at the school / p. 44
Chapter IV - MY TOWN /p. 45
Activity 1 - Your Town-Little Coat / p. 46
Activity 2 - My name is District / p. 47
Activity 3 - Letter addressed to the mayor of your town / p. 48
Activity 4 - The wireless district / p. 49
Activity 5 - Pro/Con who am I? / p. 50
Activity 6 - Can you hear its music? / p. 51
Activity 7 - The model of the district / p. 52
Activity 8 - ENTRY RULES / p. 53
Activity 9 - Prepare for debate with Town Council / p. 54
Chapter V - ME AND MY WORLD: CHILDREN´S RIGHTS / p. 56
Activity 1 - Stories about children’s rights / p. 57
Activity 2 - Changing the WORLD Campaign / p. 63
APPENDIX / p. 65
How to organise a videoconference / p. 66
Lesson plans / p. 82

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CHAPTER I
Knowledge and self-awareness activities are
designed gradually as levels of complexity and
can be adapted to the objectives pursued and
the age level of the students.
Authors:
 Ioana Ghiban(RO)
 Mariana Negrilă (RO)
 Ingrid Pujol (ES)

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Activity 1
Write about yourself!
I
am

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Activity 3
Comics: A day in my life!

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Name:
Surname:
Date of birth:
Class:
Name of school:
Photo
Activity 4
My card
Activity 5
Numbers in my life!
 date of birth
 age
 height
 weight
 clothes size
 shoes size

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Activity 6
Superlatives
My favourite:
 friend …………………………….............................…….
 flower ……………………………............................…….
 animal ……………………………...........................…….
 colour ………………………………............................….
 sport ……………………………...............................……
 cake …………………………………................................
 artist ……………………………….....................…..........
 holiday destination ……………………………........…….

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Activity 7
Anagram
Write the name listing the letters from top to bottom.
Next to each letter write (horizontally) adjective which
describes you. (The first letter from each adjective has
to be from your name)
Eg: T alented
O rganized
M odest

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Activity 8
I’ve grown up!
Find a photo for different stages in your life! You can
add comments, too!
New born
Photo
Kindergarten
Photo
Elementary school
Photo

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Activity 9
Me in Story World
Choose a picture with your favourite character (from
stories or cartoons). Use a photo of yours to replace
his/her face, then complete the table below.
Compare him/her with yourself!
Similes Differences

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Activity 10
Me walking in somebody else’s shoes
Choose a picture with your favourite artist/sports
person. Use a photo of yours to replace his/her face,
then complete the table below.
Compare him/her with yourself!
Similes Differences

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Activity 11
1. To be a trustworthy child, your personality should be
based on some coordinates. Think twice before completing
this table:
Features
What do you
think they mean?
The definition
according to the
dictionary
Responsibility
Punctuality
Integrity
Stability
Effort

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2. Describe in each square an event that proved your good character and
which made the people around to trust you:
At school At grandparents
At home In your group of friends
Responsibility
Punctuality
Integrity
Stability
Effort

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Activity 12
The Map of my Heart
An activity about emotions puts the child creativity to work and can give better results
because the little ones express their emotions and feelings much more easy through games.
Target and our destination was his own heart. This is what results when proposing a child to
associate feelings with reliefs and talk about them: The Map of the Heart.
Like any explorer, we established a plan of travel and some "ways of working". For the
purpose of this inner journey was the mapping of their own hearts, we discussed at the
beginning about the cartography and about conventional signs, about landforms and how
they are plotted on a map. And we talked about something important: emotions and feelings,
because as I said, the place to be explored was not a geographic territory.
After all these have been established, we started the journey. Each child made associations
between landforms identified and the list of their feelings. So occurred Mountains of courage,
The Plain of Friendship, Love Sea, The Forest of Fear, Sadness Island and much, much more.
In the outline of a heart, every child has drawn landscape feelings and realized the map, which
was accompanied by a description, a kind of "tourist guide" of a unique and unrepeatable
territory. Each child has his own map of the heart and all maps will feed into an atlas.
Essential lesson at the end of this project was that in the heart of each of us there is joy,
fear, love, trust or confidence, courage, fear and sometimes hatred, sadness and happiness
and everything takes on new meaning when we begin to know better our emotions .

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Activity 13
My personal poster
Each child should prepare some pictures, drawings, post-it or any other
materials they can use in order to create a poster. Teacher can prepare some
sentences with the same end or the same beginning for all and leaving the kids
to choose the inside ideas.
The point is to underline in my own poster the best of me and what can I
do alone, what are my hobbies, likes and dislikes, which abilities recommend me
as the best for a “job” or as “the best” friend/ schoolmate/ student.

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CHAPTER II
The family is the social nucleus that students
have to recognize and respect it, and within it,
all members must have responsibilities and
learn to develop harmonious relations.
Authors:
 Ioana Ghiban(RO)
 Marcello Brondi (IT)
 Dimitris Tsakalos(GR)

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Activity 1
My Family Tree
Write the names of your relatives!
me
brother sister
mother father
maternal paternal
grandparents grandparents

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Activity 2
My family responsibilities globe
Write on each sheet of paper a responsibility you have in your family. Cut the
paper! Glue all the sheets in order to make a paper ball (like a globe).
See photo!

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Activity 3
Family portrait
Draw your family inside of frame line!

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Activity 4
Who do I look like?!
Do you resemble your mother or father? Tick the
correct answer!
Mother Father
my eyes
my hair
my nose
my smile

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Activity 5
My mother
Write the missing information about your mother!
My mother`s name is ………………………. .
She is tall/ short, slim/fat/ plump. She has got
blonde/ brown/ black hair and blue/ green/ brown
eyes.
She is a/an …………………………….. (job).
She is good at…………………………………. .
She likes ……………………………………….. .

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Activity 6
My father
Write the missing information about your father!
My father`s name is ………………………. .
He is tall/ short, slim/fat/ plump. He has got
blond/ brown/ black hair and blue/ green/ brown eyes.
He is a/an …………………………….. (job).
He is good at…………………………………. .
He likes ……………………………………….. .

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Activity 7
The perfect gift
Dear Santa Claus,
My name is ……………………….. and I`m really
looking forward to seeing you soon.
Please, bring a/an/some ………………………… for
my mother, and ………………………………………… for my
father and for my siblings …………………………………….
Thank you a lot!
PS : I wish you would bring me …………………………

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Activity 8
Quiz!
Write the first answer which comes to your mind!
In my family:
 …………………… washes the dishes!
 …………………… wears glasses!
 …………………… dusts the furniture!
 …………………… changes the light bulbs!
 …………………… watches cartoons!
 …………………… sings in the shower!
 …………………… drives a car!
 …………………… feeds the pets!
 …………………… makes the best cake!
 …………………… reads stories!

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Activity 9
24 hours of a day
In this picture each “slice” represents the 24 hours of a
day.
How much time do you spend with your loved ones
every day?
Colour the “slice” accordingly using different colours!
mother red father green
brothers/ sisters orange other relatives yellow
other people blue

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Activity 10
How often do you and your family do these activities in
a month?
every
day
often sometimes rarely never
 go to the cinema
 play sports
 go to the park
 play board games
 cook
 have parties
 go cycling
 go to the theatre
 go to the zoo
 go swimming

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CHAPTER III
School is the place where students spend a lot of
time, where they got formed and informed. Children
learn to select what they like and do not like and
how to follow the steps to get changes, in order to
have an ideal school.
Authors:
 Helena Jesus (PT)
 Mariana Negrilă (RO)
 Esra Tanatar(TR)

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Activity 1
IDENTITIES
All the things, people or animals have names that identify
them and make them unique.
Considering that, write the following identification names:
My school
My name
My form/class
My school head
master
My form teacher

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Activity 2
DRAWING
For sure your school is special and you will be pleased to draw
a picture where you can show us how beautiful it is.
Make your draw below inside the frame line.

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Activity 3
COMPLETE THE DRAWING
A friend began to draw his school below on this page, but he
didn’t finish it. As you can see it is missing at least one child,
one tree, one flower, the sun, and everything you like to see in
a school. After that you may also paint it.
Can you help him finishing it?

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Activity 4
SCRABBLE TABLE
Sometimes it is difficult to know where the words that we are
looking for are.
I believe that it is easy to you to find them.
Take a look in the table below and find, in all directions, the
following words:
TEACHER PENCIL
FRIEND LEARN
SCHOOL READ
CLASS DESK
MATH BOARD
BOOK GLOBE
X M A S T E R I G H T S T O
A A G Z I G L U S I S T E R
C T E A M R Q S I L E A R N
F H E B I J A W S T Y N M B
R S M A L L Q A O G H D A Q
T V C S C H O O L X M G L S
H E A G L H Y O E A P H B R
J I G L O B E S K P E J T Z
B A E Z U X F R I E N D W T
O B O A R D E H M T C E R U
O A E M I A M T O P I S Q W
K Z X V D W S C O D L K F S
E D F S Q A X S V M N P T E

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Activity 5
LABYRINTH
This is the first school time that this little boy is going alone to
the school.
He has some doubts about the correct way and is afraid to get
lost.
Let’s go help him go finding the right way to school.

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Activity 6
SCHOOL CALENDAR
Your school periods time occurs only in some parts of the year.
Tell us the days of the week and the months you have to go to
school.
Days of the week
Months I have school

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Activity 7
AN IDEAL SCHOOL TIMETABLE
Let us know your IDEAS for an ideal school timetable! You can
use words, pictures, stickers, symbols and so on!

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Activity 8
GIVE ME 5!
Draw your hands and write on each finger from the first one
some of your best qualities (funny, smart, nice, hard worker,
optimist, friendly, open-minded, altruist etc). You can use your
favourite colour!
Then give the other drawing with the hand to your friend/
colleague to complete about himself / herself. So you can
know each other better, faster, easier.

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Activity 9
KEEP THE SCHOOL TIDY
Keeping the school neat and orderly is the responsibility of all
those who daily attend it.
There are some activities that you can do to build a neat and
safe place.
Can you identify them?

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Activity 10
COUNTING CLASSROOM OBJECTS
Fill in the table, telling the quantities you have in your classroom.
If you want you can add other objects that you have in your room.
OBJECT NAME QUANTITY

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Activity 11
THE CLOCK
During the day there are moments that we have to take time in
account. Identify on the clocks below, at what time you do the
following activities:
Wake up………………………… ………………………….
Arrive at School ……………. ………………………….
Lunch …………………………… …………………………
Go to the playground ….. …………………………
Finish the School …………. …………………………
Arrive at Home ……………. …………………………
Go to Sleep ……………… ………………………

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Activity 12
MEALS AT SCHOOL
What are your favourite foods at school?
Draw and write the name of some of them.

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Activity 13
CHANGES AT THE SCHOOL
First of all we asked the children what they would like to change in the school
if they could. The children had to make suggestions. They discussed them in the
class. One representative from each class wrote them down and they handed them
to the Headmaster. He and the teachers of our school decided what could be done
and what was impossible for the current situation. The decisions taken were six,
one from each class.
The 1st Grade planted new trees in the school yard. The kids went to the
Municipality’s seed bed and took the plants. They were responsible for planting
them, putting a fence around to protect them and watering them.
The 2nd Grade wanted to start a recycling programme at our school. They
went to the Mayor and asked for a paper, aluminium and plastic recycling bin.
When the bin was delivered, they informed the whole school about what can be
recycled.
The 3rd Grade decided to make a pedestrian crossing outside our school. Their
teacher helped them paint it by themselves.
The 4th Grade asked for a projector in their classroom. The Parents
Association financed their wish and now they have their own projector.
The 5th Grade wanted new musical instruments in the music lesson. The
headmaster wrote a letter to the local department of the Ministry of Education and
they were willing to supply them to us.
Finally, the 6th Grade decided to organize a library in their classroom so to
relax with reading during breaks. The Headmaster brought the bookcase from the
teacher’s office and the children brought the books from their houses. They wrote
them down and they set the librarians changing every week. The children were
really excited with the changes made because they were the ones who took the
decisions and fulfilled most of them.

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CHAPTER IV
Being an active citizen means to identify what
is good and what is bad for you and your town /
your environment. When the change becomes
necessary, citizens have the duty to get involved.
Steps to get a change were developed after the
experience of the students involved in the
Comenius project.
Authors:
 Renata Rădulescu (RO)
 Grazyna Tucholska (PL)
 Maria Bassegoda (ES)

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Activity 1
Look carefully at your town. Do you think you can compare it with a little coat
you wear every day?
The front part, back, sleaves can be the districts, whereas the buttons and
the pattern on the coat can be the blocks of flats, houses, trees etc.
Draw on „Your Town-Little Coat” whatever it can make more beautiful.
When you lose a button you sew it. Do the same with your town/ district. When a
tree dies or you step on a flower, plant them back.
Why don’t you try to do this, the next weekend together with your mates?

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Activity 2
You have seen how ”Your Town-Little Coat” got life using your coloured
pencils. But have you really seen it? Just walk in your residential district and
notice carefully everything around you.
You need a camera and a lovely weather for the trip.
Divide the class in the following groups:
 One who takes photos with blocks/houses;
 With churches, shops, schools;
 Alleys, streets, pavements, parks, trees, flowers;
 Places for collecting garbage or litter;
 Trash, rubbish thrown all around;
Try to catch from different angles of the objective you want to photograph and
get the details.
You will change information with your mates when you come back in the
classroom.
If there isn’t any possibility to print the photos, these will be shown via a
projector and a conversation will take place while watching them.
What do you like/don’t like in the district you visited?
What does it suit the district/what doesn’t?
What would you like your district to have?
What does your district lack?
If you noticed garbage, litter maybe you start a campaign with your mates ,,Let’s
do it!”. Using plastig bags and gloves, pick up everything because you like your
little coat to be clean!

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Activity 3
You visited your residential district from your town and you saw a lot of beautiful
things but also some that you didn’t like. You can’t change them by yourself so today,
together with your mates, write a letter addressed to the mayor of your town.
Write that you want:
More green areas/parks;
Many playgrounds;
Mending the pavements;
Setting some traffic signs;
Rearranging the spaces for collecting the garbage/litter;
Other things you are interested in;
You can take the letter/petition to the mayor by yourself, with your mates and
the teacher, or parents.
Pay a visit to the Town Hall and you can leave the letter there.

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Activity 4
What do you want your district/town to look like? Think of blocks/houses, streets,
green areas, shops. You can realize these in a drawing called “The wireless district”.
A district can’t be realized only by one person but a lot, so you will draw with your
mates.
The class is divided in many groups (in rows so that the drawing passes easily from
one pupil to another). The teacher gives the signal and the first pupil from each row
draws, on an A3 paper, a shape that suggests a building. After he/she finishes he/she
passes to the pupil at the back. This one goes on by drawing another
shape/block/house/shop and so on till the last pupil. The drawing comes back to the first
pupil who adds windows and doors at the drawn building and then passes on.
Vegetation, people in different situations, birds etc. will be added.
Free talks on the drawings:
 What does your drawing show?
 Are you satisfied of the result?
 What elements fit/don’t fit the drawing?
 Who will live in this street?
Make an exhibition with your drawings in the classroom!

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Activity 5
Each inhabitant has the rightand duty to be informed about whatwill happen in his/her
district and in his/her town. Anyonewho builds mustthink at his/her neighbours.
Today, we’ll start the game: Pro/Con who am I?
Divide the class in three teams and by tossing you will be:
 INVESTORS
 LOCAL COMMUNITY
 ENVIRONMENTALISTS
Write down pro/con arguments fromyour team point of view. Describe in frontof
the class!
ARGUMENT
PROS CONS
Talk to the team in elaborating the arguments. Don’tthink only of your benefit
but the others, too.

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Activity 6
You have visited and drawn your district/town, but have you ever heard it? A lot of
movements and noises are heard everywhere...
Look at a block of flats! Can you hear its music?
Today we’ll try to write songs for all the buildings you see out of your classroom
window. Establish a similar code with the other pupils!
Example: If you notice a four-storied block out of your window, you will be able to
write the following song:
 Singing ta,ta, ta, for each floor;
 Clapping hands for each balcony;
 Snapping fingers for each window;
You can whistle, stamp your feet, beat the desks with your palms. You can sing alone
or in „chorus” with your mates.
EACH TYPE OF MUSIC HAS ITS OWN RHYTHM. THE SAME THING HAPPENS WITH THE
BUILDINGS YOUSEE.
You can create the song of the block/house you live in with your family when you are at home.
While walking in the street you will see all the buildings differently: wrapped in their harmony
and rhythm.

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Activity 7
Today we are building the model of the district you live in. You need different
materials, recycling ones such as: paper, cardboard, plastic bottles, polystyrene for
wrapping, magazines.
Don’t forget the glue, the scissors, the crepe paper, the sticks, the strings, the
adhesivepaper.
Each pupil builds a block, a house, a shop, trees, streets etc. Then they put
everything on a polystyrenepiece.
The arrangement of the district can be as you like. For example: it can be “The
Green District” and the main colour will be green. It can be “The Future District” and you
can imagine the district as you like: with a lot of playgrounds, green areas etc.
Exhibite the district in a visible place in the school so that everyone can see it.
Congratulations for your work!
You can ask your parents’ help. It can be one hour work: pupil-parent.
Afterwards, you alllive in the same district

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Activity 8
ENTRY RULES of pupils from Catalonia
OBJECTIVES
The purpose of the call is the selection of five proposals to improve the image of
our city and the lives of its inhabitants.
PARTICIPANTS
All students can participate in 1st, 2nd and 3rd ESO with a maximum of one
writing.
FORMAL REQUIREMENTS
Proposals must include the following documentation:
1. Document with the full name attached on a closed envelope, identified with
pseudonym written on the back of the work presented, to preserve anonymity
until the election winners .
2. Delivery Format: PC will be presented in A4 format. You can include images.
TIME AND PLACE OF DELIVERY
The deadline for submitting works will be on Thursday 27 November at the
tutoring classes. Any work received after that date will not be taken into
consideration.
JURY
For the evaluation of the proposals there will be a jury, made up of: teachers
staff, equip Management
Must be presented to the jury anonymously.
Any problem that arises and is not expected to Bases will be missed by the jury.
RESOLUTION OF THE CONTEST
5 proposals that are selected by the jury will be published on the school website
and delivered to the mayor of Vilafranca.
Having been selected will be a merit to be eligible to travel to places that are
scheduled as part of the Comenius project .
The communication of the decision of the jury will be announced on 12th
December 2014.

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Activity 9
Prepare for debate with Town Council – children from Poland
Step 1. Identifying most common interests.
- Students in class write on pieces of paper what they like doing. Each activity on a
separate piece. Sticking notes can be used. /This may be based on collage work of
students - a self portrait made of pieces of magazines with pictures representing likes of
students. /
- They come to the board and pin or stick them in such a way that the same activities are
in a group.
- Divide class in groups of interests - choose three most popular activities
- The interested children / for example those who like playing football / list places where
they can do it.
Step 2. Identifying problems
- Students put some markers representing the places and they put them on the map of
the town. / one colour for one type, so 3 colours will be on the map /
- Each group gets a big piece of paper, one student draws as many circles as there are
places. The circles should be big enough for students to write information about places.
- They write positive / in blue / and negative /in red / things about the places. / e.g. big
place, many children can play, not always open, no adult person to help them anytime,
etc.
- Each student has to give /write on the chart / +1 and -1 to the most important positive
and most important negative thing about the place / students should choose according
to their needs and impressions, and to the places they know.
- The students who worked on two other interests may also give their points if they are
also interested
- On separate pieces of paper, big ones, the group writes the problems that got the
biggest number of -points.
Step 3. Identifying solutions ***
- Students now brainstorm to put down as many ideas to change the situation as they
can.
- Students find out what they need to solve the problem, what they can do, if they need
any help, if they need money,
- Students make the list of people who can support them to make the change
- They think and write about anything they may need to do to get support of the VIP -
identified decision makers/ facts, photos, check information /

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Step 4. Making a plan
- Students arrange the steps they should take remembering about the time order of the
things that should be done
- They estimate time necessary to make the things happen and make a timetable and
deadlines
- Students decide who will be responsible for each step.
- They decide on the date of the next meeting in order to inform the others about the
process.
Step 5. Implementation
- Students conduct the work they had identified as something they can do themselves.
- Students prepare materials to be presented to people who can help them
- They check information, take photos, do interviews
- They meet with supporters, take notes about suggestions from the supporters
- Students revise the plan and make necessary changes in their plan. /The example may
be: the problem is they want to play football matches with another group of students -
they make a poster to invite another group at a certain time to schedule the match,
they leave necessary information; they check if their idea brought the positive result/
- Students discuss their ideas with decision making VIP like Town Council etc.
Step 6. Success
- Students inform the school community about the results of the meetings, do the work
they assumed, thank all the people who were engaged and celebrate the success
together..
Teacher assists students to help them if they are stuck, lack ideas, do not understand. Teacher
may help to organize a meeting with some authorities.
*** Step 3 - from this step the work may be done by the students’ council.
- At the meeting of the students’ council representatives of classes present problems
identified in their groups.
- Students choose the problems to solve / the most common for the school community,
those that do not require money, those they can solve themselves, those for which they
found good supporters, / they justify their choice.

57
CHAPTER V
Children's rights have been established and are
required to be complied with anywhere in the world.
So that every child can develop harmoniously and
become an active member of the society.
Authors:
 Grazyna Tucholska(PL)
 Badea Carmen (RO)
 Enuţă Primavera (RO)
Pupils: Dragoş Andreea, Ali Cidem and Irina Florea, Aida
Teleanu, Dimu Purcarea, Ana Breban, Buga Mariana (RO)

58
Activity 1
CHILDREN’S RIGHTS
Education forms the child for life
The child, like any other people, is a rational and sensitive human being person. But the child unlike
the other people, is extremely vulnerable being almost entirely devoid of defense. That reason, people
have agreed to offer them a special status by which to protect them and offer them optimal standard of
living and development. They were all brought together in some rules, called children`s rights. One of
the most important rights is the right to education.
Education should be free and accessible to everyone. Moreover, education is essential in ensuring
human rights. Worldwide, many children are deprived of education for several reasons:
- are put to work;
- are recruited into armed forces;
- their families cannot afford to pay for education;
- discrimination and racism they limited the chance of receiving education;
- family violence.
Tuition fees and other costs of education represents a barrier. These costs, which most often are
called ' voluntary ' (matriculation fees or examination) are a big burden for children from poor
families. These affect those belonging to minorities. The girls are the first to be withdrawn from
school, no boys, when not enough money for all the kids.
In Romania, children are deprived of their parents, sometimes even of elementary rights such as
education, health and independent living. The right to education, to health and independent living, to
autonomy are the main rights of children are violated in Romania today. Specifically, specialists
point out that the first right of the child who is violated in Romania is the right to education, and the
main culprits of this are parents, who in turn were not part of a complete education and encourages
children to go to school.
The child has the right to be brought up in an atmosphere of affection and physical and moral
security. The child has the right to receive an education that would allow him to develop his
personality and skills, the child has the right to dignity be respected. The child's right to life, the right
to physical and mental integrity be guaranteed.
Education in our country is free of charge. First class in ninth grade the child is forced to attend
school, the responsibility for the children's attendance in school and for the success of the children's
parents. Parents can choose the school, regardless of their place of residence. The choice of
educational institution in the child attained the age of 10 years is taken into account.
Every child has the right to rest and vacation, attend games, fun, age appropriate events as well
to participate in cultural events and make art. The child may attend the creative circles of schools,
culture houses. In summer, children have the right to rest the rest camps or summer camps, or to go
along with parents in sightseeing tours.
Children who refuse them the right to education today will become tomorrow's illiterate adults.
Many children are excluded from school because they belong to ethnic minorities, have different

59
cultures, or because the disgruntled families (here we can talk about HIV-positive children or those
who suffer from a disability). The first victims of exclusion, the kids of streets, often forgotten by
authorities responsible for their education and integration, become quickly covered the entire
societies contempt.
The right to education is a fundamental right of the child to its evolution to adult life.
Buga Mariana 7th
A, Romania
THE RIGHT OF THE CHILD TO HAVE EDUCATION
Now, we are enter, with your help, in a poorly house in which there are two
children, Mircea and Ioana, and a single parent, their father. Their mother died
when they were very young, and now they live in extremely condition, they are
subjected to hard labor, at begging and they haven’t part of anything that
should, while their father gives everything on drink.
All the day the children hear only ,,Move!” or ,,Bastard!” and a lot of insults
and they haven’t part of the one of the most important rights, The Right to have
Education. In the few moments when they have part of peace, they look of the
house gate to all the children who are happy, by going to school and can see the
tears on their cheeks, because they would like.
The teacher of the school hearing this, from other children, make a meeting
with parents and he says each can give us for help Mircea and Ioana can come
to school and lead a normal life for their age. Some people give supplies, other
people give clothes; some people even gave them food package. When the
children starting go to school. Their father was very dissatisfied so he left them.
The children were taken of a family with a big soul from village which have not
children, and they wanted so much.
Now, the children have part of what they need, they go to school in the first
class, the colleagues are very nice with them and they make feel good, were
quickly made friends with all class and they have high scores. In their eyes
sadness is not seeing, seen only joy and hope in a new beginning.
Dragoş Andreea 7th
A, Romania

60
The children’s rights
One day Monica decided to join a meeting with children from other countries,
she was the Romanian representative for the children’s rights .She got that right
by winning the first prize at a national contest ”The children’s rights and duties in
Romania”.
It was summer and the meeting took place in the children’s camp from Navodari.
She was amazed by the number of children from the whole world, including:
Nigeria, Ethiopia, North Korea, China, Egypt, Afghanistan.
Each child spoke about the rights he or she has access to and about the rights
he or she doesn’t, in the country he or she comes from. She was astonished to
find out that on Earth there are children who don’t get an adequate standard of
living, health care, education and services (the Ethiopian and Afghan children),
children who don’t have the right to be protected against physical
violence(Nigerian children).
When it was her turn, Monica was proud to tell everybody that in her country all
the children’s rights are respected.
The children’s meeting finally made them understand that it is important to fight
together in order to get respect for all the countries in the world.
Pupil Ali Cidem and Irina Florea 4th
C grade , Romania
1. A family without children is an incomplete family. The most important moment
in a family’s life is when a baby is born. A newborn child is the biggest wonder, a
happy reason, both in the baby’s family and for the relatives.
When a child is born, he or she gets from God a talent; a skill the child should be
the best at when he or she grows. From his or her family the child gets a name,
the right to become a citizen, the right to live and to be educated.
But the most important thing is that the child has the right to have a peaceful
and happy life in his or her family

61
A moving story
On the 10th of November 2014 I heard in the newspaper a rumour about a little
boy who was abandoned by his parents and lived with his grandparents. His
name was George.
After three days of looking for him, I found the house where he lived. I knocked
at the door. A poor old woman opened the door. She was very sad. I asked her:
” Good morning! Why are you sad?”
“Well, I have a 10-year-old grandson who works a lot. He helps me in the house,
he does the shopping for us, in one word he is very hardworking. But he is also a
good and kind kid and we don’t have money to buy him all the necessary things,
she told me. “Can I talk to him?” “Of course, do come in.”
George was crying, so I asked him: “What’s the matter, why are you crying,
George?”
” I have no parents, no friends. Although I have my grandparents, I feel lonely”
So, I decided to help him. I stuck leaflets on many trees so that people could find
about George’s situation. And after a month a lot of people donated a sum of
money for him.
I bought many things he needed for school- books, copy-books, pencils, a
schoolbag, but also toys and clothes. We went to school together and he burst
into tears because he had never thought that somebody would do so many
things for him. I saw a smile on his face and he said” For the first time in my life
I think I have a life. Thank you very much!”
3. Not to be deprived from his or her childhood, the most beautiful years in the
child’s life, he or she shouldn’t work, he or she should go to school , do his/her
homework. This child has the right to relax, to rest, to play, so the right to have
a holiday. In his/her free time or while on holiday the children has the right to
practise different activities such as: games, sports, dances, songs and poems.
Aida Teleanu, 4th
C grade, Romania

62
The story of a 10-year-old boy
At 10, without parents, Andrei works like a grown-up.
A child like 10-year–old Andrei should go to school and enjoy himself in his
free time. But Andrei has to work hard to earn money he needs for food and
clothes. He works in a restaurant where he lays the tables for anniversary
events.
Andrei lives with his grandparents. I spite of this, he needs some money
desperately for his own notebooks, textbooks, and food.
You know, his grandparents are too poor to help him as well.
Today we have met Andrei:
“Hello, Andrei!”
“Hi, Dimu!”
“Andrei, why don’t you live with your parents?”
“I’d love to, but they have gone abroad to work hard for a better life for all of us.
I’ve already got used to this situation.”
“Thank you for allowing us to interview you!”
“You’re welcome! Have a nice day!”
“You, too!”
If you want to offer support to Andrei, call 072301234.Please, read the next
interviews, too?
Dimu Purcarea, 4th
C grade, Romania

63
I am human, too
My back aches. My feet hurt. The sun is burning my skin. I am still walking.
There’s no water here, only the one I carry in a bucket over my head. I wish I
could drink it bottoms up right now, but I have to give it to my family.
I’m 10 years old and my name is Louise. I live in Africa. I can’t write, read, I’ve
never seen a book in my life. I’ve never been to school. We can’t afford it.
I sigh as I see my little sister. I’m home. People say it’s almost like a trash can.
They call it garbage. I call it home. My sister smiled when she saw me. I put
down the bucket. She started drinking. I can tell she was really thirsty. My mum
came to me and put an arm over my shoulder. She smiled. She was too
exhausted to say ”Thank you”. I smiled back.
It’s just the three of us now, since my dad died. I don’t want to talk about it.
“Do you want some?” my little sister asked.
“No, give it to mum” I answered. She did what I had said. Mum was thirsty, too.
She drank the whole water. She looked me in the eyes terrified. There was no
water left for me.
“I’m so sorry”, she whispered.
“It’s OK, mum!”
Two. It’s been two days without water. I feel tired. I’m so sad that I need water
to survive. But, I’m happy I gave it all to my family. Perhaps in few hours I’ll be
able to go for another bucket. Perhaps in few years we’ll be better. We’ll live
elsewhere. Me and my sister will go to school, without any worries. Mum will wait
us with hot meals on the table. And we’ll have plenty of water. We’ll have a safe
roof above our heads. We’ll have friends. When we get older, we’ll fall in love,
get married and have children.
Perhaps one day we’ll be happy! Ana Breban, 7th
B, Romania

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Activity 2
Changing the WORLD Campaign
Step 1. Decision making.
- Teachers decide about younger classes 1-3 to participate in activities
helping to understand the life of children in other continents. Each class
chose one continent.
- Students from the school council after consulting their classes decide to
participate in an action advertised by UNICEF Poland - “Wszystkie Kolory
Świata” All Colours of the World and announce the decision during the Day
of Children’s Rights.
- They decide on continents to explore by drawing lots, each class 4-6 has
one continent to learn about, its facts, life
- Students and teachers decide who can help them with learning about life in
other continents through lessons, meetings and videoconferences.
Step 2. Planning and learning activities
- After research students, parents and teachers find missionaries, students
and ethnographic museum
- Teachers plan activities to help students explore culture at their subjects
- student read tales from different continents and paint pictures in different
techniques
- students prepare powerpoints to learn about living conditions, facts and
culture
- younger students collect information, pictures and stick on class posters.
- AIESEC students from different continents invited to school have lessons
with all the classes and talk about life in their countries, show
presentations, answer students questions
- missionaries invited to school, in the local nunnery and via video-
conference talk about life of children in their missions

65
- In the ethnographic museum children learn about traditional music, art,
culture in different continents
- videoconference with artists who work with children
- designs for the dolls are distributed in classes and are easily accessible in
the school corridor
- students and their parents sew dolls of the same design and dress them in
traditional clothes, each child chooses the name and invents life facts of the
doll and its dreams for the future
- students write a short portfolio for the dolls
- school theatre group and groups of students from each class prepare a
program for the show about continents
- School invites VIP from the area and parents to participate in the auction of
dolls
Step 3. Results
- teachers organize the exhibition of students works in the local culture
centre and collect money to send to South Sudan for building wells
- Teachers and students organize the event - school festival “All Colours of
the World” to revise information about continents and conduct the doll
auction to collect the money for UNICEF for vaccines for the children in
South Sudan
- students have quizzes of knowledge
- Teachers, parents and students from the school prepare a festival to play
with the art and music from different parts of the world.

67
HOW TO ORGANIZE A VIDEOCONFERENCE:
 With a partner school:
1. To have a good video conference, it’s necessary to decide on the subject in
agreement with the partner;
2. Before starting the work, decide which aims to reach in order of different
kind: language skills, cultural skills, social skills;
3. Organize school activities about the subject related to different language
competences (a specific vocabulary, tenses, ask questions and answers…).
4. Keep in touch with partner to work “in tune” and decide together how to
perform the video conference;
5. Decide on a group of students (not large, better less than 10, so everyone
can be involved) who take part to do the video conference;
6. The video conference could be divided in two meetings. Document and
record, if possible, the video conference;
7. Think over the work with pupils the days after, to recognize what was good
and what was wrong in the experience.
 With external organization
1. After deciding the organization, explain to the pupils their scope of
intervention (find websites, news reports, and so on…);
2. Talk with pupils about what they know and explain what that organization
is:
3. To meet an operator (volunteer, an expert or employee) who can explain
and can answer to the students’ questions;
4. To have the video conference with the people who work “on the ground”.
5. Think over the work with pupils the days after, to recognize what was good
and what was wrong in the experience.
Example:
Videoconference about typical food
1. With the Romanian partner we decided to show a simple Italian
recipe, and they would show us a Romanian typical recipe;
2. Work to improve vocabulary: fruit and vegetable names; kitchen
tools; verbs (cut, mix, add, salt, take, put in, and so on…); some
simple recipe to understand how to teach to cook.
3. Activities at school to recognize a dish, its ingredients and what we
need to prepare it;

68
4. We agreed with the Romanian teachers to show them “Italian pesto”
and they we would teach a “Romanian salad” and we said what
ingredients they needed to prepare the recipe (the same for the
Romanians);
5. A group of pupils learnt how to prepare the dish (and we made a
video, to show);
6. We had two meetings: the first time Italians showed their recipe, the
second time, the Romanians showed us their recipe;
7. Good experience, the pupils who were not involved showed to other
partners in other videoconferences! (Some pupils had a contact from
their home to teach and learn different dishes with partner!);
Videoconference with a NGO: Emergency
1. At school we talked about UN, its branches and about NGO. Pupils
learned the difference between them. We found information about
Emergency on their website, on our school book and in information
material they produce;
2. We talked about it at school and made some posters about UN and
its branches and about NGO organizations;
3. We had a first meeting with a volunteer who come at school for a
workshop with children: they saw in a video where Emergency works,
what do they do in war countries, but also played with special games
(like crosswords or quiz) to know better what their work consists in.
(We also had contact with this NGO because of a “Rights calendar”
we made as Comenius project and we sold it at school);
4. We had a videoconference with the coordinators of Emergency in
Italy and pupils could ask a lot of information about their work, who
are the volunteers, how they choose the place to operate, how do
they get money for their activities and so on;
5. We talked about this experience and pupils prepared posters about
what they learned.

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Lesson plans for Videoconferences
Project Activity - Video conference
1 Title 2 Subjects
Our names with paper fragments of various
colours ("trencadís")
English and Arts and crafts
3 Number of students 4 Age
GR - 20 - CT- 22 10 - 11 years old
5 Aims according to competences
● Get to know Gaudí’s style
● Interact with students from other countries in an art activity
● Exchange final products in the next meeting (Italy)
6 Procedure - during the videoconference
1. The students write a list with the materials needed to do the activity and some
instructions.
2. The teacher sends the list to the other country teacher and they arrange a date for the
videoconference. They also do pairs (one student of each country) to do the activity. The
idea is that every child designs the name of a student from the other country (it’s a
bidirectional activity).
3. During the videoconference they work on the partner’s name using paper fragments of
various colours.
4. During the meeting in Italy, the teachers exchange the works so that the students can
have their own name done by another student.
7 Preparation stages - what should be done before the v-c
1. The English teacher works on the vocabulary about the materials needed. He/She also
gives them some tips to write the instructions.
2. The English teacher sends the list of materials to the other country teacher and they
arrange a date for the videoconference. They also do pairs (one student of each country)
to do the activity. The idea is that every child designs the name of a student from the other
country (it’s a bidirectional activity).
3. Students draw the names in an A4 cardboard and cut little pieces of coloured papers.
4. During the videoconference, they fill the names with the little papers while they interact

70
with the other students.
5. At the end of the videoconference, they show the final results. At the back of the drawing
they should write their full names, age, email, address… so they can contact each other if
they want.
6. Finally, in Italy, the teachers exchange the drawings.
8 NOTES for other teachers :
You must prepare the pieces of paper before the VC. It’s better if the teachers send the list of
students’ names before the VC so they can have the template.
Teachers: Maria Bassegoda - Catalonia Dimitris Tsakalos - Greece

71
1 Title 2 Subjects
SPORTS English
IT-10 to CT-15 suitable from 8 to 14
● to practice the vocabulary of physical description
● to practice describing people
● to practice the vocabulary of sports
● to practice basic questions
1. first the students greet each other
2. then they describe a sportsman and the partner students guess who is it
3. they describe a sport and the others guess which sport it is
4. at the end they talk about their favourite sports, teams and players.
1. the English teacher works on vocabulary (sports and description)
2. the students prepare the biography of some sportsmen
3. the students write descriptions of sportsmen (clothes, team, physical appearance…)
4. the students prepare guessing games
It is important that they make some research on sportsmen and women from the other
country before the VC
Teacher Marcello Brondi - Italy and Íngrid Pujol - Catalonia

72
Project Activity - Video conference on Energy
1 Title 2 Subjects
Energy Renewable resources of energy
RO - 10 CT- 15 12-14 years old
Science:
● getting in touch with new resources
● using the regenerable materials
● methods of recycling, reusing and reducing
● learning and using specific vocabulary
● learning the song of “Reduce, Reuse, Recycle”
English:
● practise English vocabulary
1. Students greet each other saying:
Hello, this is /the name of the student/age/hobbies-Romania and Catalonia
2. Each team presents the model for the resources they learned about
3. They share information in each team
4. They ask questions about the subject
5. One of the students explains the way of functioning
6. learning the song of “Reduce, Reuse, Recycle”
https://www.youtube.com/watch?v=USo_vH1Jz7E
1. we divide the children into teams of 3
2. one team is going to make a poster - sun, one a model - wind and the third a PPT - water
3. we send our partner the PPT and we share information, so they can use English
4. the song of “Reduce, Reuse, Recycle” https://www.youtube.com/watch?v=USo_vH1Jz7E
It is good to give some activity to other students who are not speaking, it can be a better
listening practice for them.
Teachers: Romania Spain - Catalonia
Carmen Badea; Mincu Mariela Ingrid Pujol

74
1 Title 2 Subjects
Questions - answers about our city English and crafts
TR - 20 - PL - 20 11 - 12 years old
English:
● practice tenses Past Simple, Present Simple, Present Continuous, Future Simple
Students can get information about cities for ex Warsaw in Poland or Istanbul, Turkey.
2. Each student continues telling about the weather ,geographical features ,capital cities of
countries.
For ex: What is the name of capital city of Turkey?
3. Then students ask questions about the geographical features of Turkey (İstanbul)?
For ex: Which is the highest mountain in Turkey? Answer: Mount Ağrı
4. Student can get information about special days of Turkey
For ex When is the Independence day of Turkey? Answer: 29th October
5. Some other students may take notes and they ask each other some questions about their
own counties.
6. They can refer to the information later when doing some other activity
1. The English teacher works on the vocabulary about the countries
2. The English teacher revises the use of tenses and structures
3. Students make notes about the countries ,days before the videoconference
4. Teachers send their own questions and answers about their countries
5. Teacher prepares chart with information about the countries.
listening practice for them. Having some other activities may help you when the
connection does not work properly and you will have to finish the activity.
Teachers: Grażyna Tucholska - Poland and Esra Tanatar - Turkey

75
1 Title 2 Subjects
FOOD HABITS English and Science
CT - 20 RO - 10 12 - 13 years old
● Be aware of the importance of having a healthy diet.
● Compare different diets with students of other countries, and write conclusions.
1. Each student has to fill a chart during a whole week, writing what he/she eats in each
meal (Breakfast, lunch, dinner).
2. Students have to contact (Skype, Facebook, Hangouts, email…) every evening with
another student from a different country to ask what they have eaten during the day.
3. After this week, they write conclusions with their classmates.
4. Once they have their conclusions, the whole class do a videoconference to share them
with the other country.
1. The Science teacher explain them some important thing about healthy diet.
2. The English teacher works on the vocabulary about food. He/She also gives them some
tips to fill the chart.
3. Students prepare the charts to complete the information about meals.
4. At the end of the week the English teacher helps students to write their conclusions.
5. Finally, they do the videoconference.
It is very important to check that all students have been in contact and that they have
exchanged information before the VC
Teachers: Íngrid Pujol - Catalonia
Carmen Badea - Romania

76
MONDAY TUESDAY W EDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
BREAKFAST
LUNCH
LUNCH
DINNER

77
1 Title 2 Subjects
Christmas Decorations Arts and crafts
PL - 25 + RO - 32 8-9-10 years old
● to practice motor skills and learn about other people’s Christmas traditions
● listen to other partner’s languages
● have fun during activity
1. Teacher from one country presents the procedure of making the decoration, students from
both schools make the decorations
2. Students on both sides show their ready decorations to partners.
3. Teacher from the second country presents the procedure of making the decoration
4. Students on both sides make them and show the results.
1. Provide the partner school with materials if not available in their country
2. prepare craft materials for students: paper, wool, string, eyes, long bendable chenille
wires, oblates
In the meantime student can sing a traditional Christmas song or carol.
Teachers:
Carmen Badea, Mariana Negrilă - Romania
Grażyna Tucholska, Renata Abramczuk - Poland

78
1 Title 2 Subjects
Weather report and weather forecast English and Science
PL - 20 TR - 15 11 - 12 years old
Science:
● identify proper clothes for each weather,
English:
● practice tenses Past Simple, Present Simple, Present Continuous, Future Simple
● practice weather words
● practice clothes words
● practice names of seasons, months, days,
Hello, this is /the name of the student ….../ from the Weather Forecast Centre from
/Warsaw in Poland or Istanbul, Turkey/.
2. Each student continues telling about the weather
On Monday it was …… next student On Tuesday it was …. On Wednesday …
Today it is ………. On Friday it will ……………. At the weekend it will ……...
and finishes asking:
And what was the weather like in Istanbul/Warsaw?
3. Then students ask questions about the weather in different seasons: winter, spring and
the other side answers them
4. Students ask questions about clothes What do you usually wear in spring? when
does it rain?
5. and answer like: In winter I/we usually wear X and Y.
6. Some other students may take notes and draw pictures for a poster about weather and
clothes or mark the answers on the chart given by the teacher
7. They can refer to the information later when doing some other activity
1. The English teacher works on the vocabulary about the weather and clothes
2. The English teacher revises the use of tenses and structures
3. Students make notes about the weather in the morning, afternoon and evening for some
days before the videoconference
4. Students bring clothes to show or use the poster with clothes
5. Teacher prepares chart with information about the weather and clothes.

79
listening practice for them. Having some other activities may help you when the
connection does not work properly and you will have to finish the activity.
Teachers: Grażyna Tucholska - Poland
Feyza Tanyolac, Esra Tanatar - Turkey
morning afternoon evening
Day of the
week
tempe
rature
wind rain
snow
sky tempe
rature
wind rain
snow
sky tempe
rature
wind
rain ...
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

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1 Title 2 Subjects
Sculpture Constantin Brancusi in the world
RO- 10 PT- 10 12 - 13 years old
Science:
● to identify some common features of Brancusi sculptures.
● to learn and use specific vocabulary
● using innovative and imaginative art projects to generate interest in his art
English:
● practise Art vocabulary
Hello, this is /the name of the student ….../ from Romania/Portugal
3. Biography info exchange - models, PPT, art albums presentation
4. The students present the modules they realized after the model received before
5. Making model out of lego, papers and modelling clay in order to show our partners how to
connect the modules
6. The partners will use the model on the paper to create a 3D column
7. Exhibition of the products
1. We divide the children in teams of 5
2. Each team has a task: life, studies and work
3. They look for information about his life, study and work (Google, Wikipedia, art albums)
4. They share information in each team
5. One team is going to make a poster - sculptures, one a model - Endless Column /the
Kissing gate, The Silent table and the third a PPT - life and work.
7. The students present the sculptures they realized
8. We send our partner the PPT and we share information, so they can use English
8 NOTES for other teachers:

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Having some other activities may help you when the connection does not work properly and
you will have to finish the activity.
Teachers: ROMANIA PORTUGAL
- Carmen Badea Alexandra Ribeiro
- Ina Burduţă
- Mariana Negrilă

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1 Title 2 Subjects
European Day of Languages English / Greek / Polish
PL - GR 9 - 12 years old
Language
● get in touch with another European language
● encourage to earn foreign languages and have fun through language
1. Students present names of fruit and vegetables using bingo with pictures
2. They write names in the computer file created for the edition to share
3. Students play BINGO
Students give the names of fruit or vegetable alternately - one in Polish and one in Greek until
someone calls Bingo.
1. The Polish teacher should introduce the Greek alphabet to students
2. The Greek teacher should introduce Latin alphabet to the Greek students.
3. Bingo charts printed
4. a document in google drive or padlet
You need at least 2 computers for the activity, one for the videoconference and one to edit the
document.
Teachers:
Grażyna Tucholska - Poland
Georgia Mastromichali - Greece

83
Regular lesson plans:
Lesson Plan - Food
Class: 5th grade
Time: 45 min
Learners: 12-13
Subject: Food
Aims: Practice speaking competence in the context of European cooperation
Grammar: Past Simple, adjectives – comparisons, expressions as looks like,
smells like, tastes like
Vocabulary: tastes, smells, feelings, verbs and ingredients connected with baking
a cake process, partners' language words describing tastes and smells
here you can find ppt with verbs only
http://www.slideshare.net/ipilia/cookverbs
part with equipment, verbs and recipes http://www.slideshare.net/ipilia/festive-
cook-book
Before you start this lesson you should:
1. Introduce „making a cake” vocabulary” /verbs, ingredients, quantity/
2. Provide partners with recipes and recordings of the process – video by
students on making their typical cake.
3. Bake the cake your partners have sent and bring to the lesson for tasting.
1. Warm-up /10 minutes.
Presentations of cakes on both sides. General impression on the cake – some

84
students express their opinions.
It looks like … It looks strange...
2. Presentation of new language / 10 minutes.
Students introduce words in their mother tongue they say to tell about tastes and
smells.
It is yummy etc.
Students eat the food and share impressions
3. Describing the process in the Past Simple / 10 minutes.
Students come to the camera, introduce themselves and describe how they made
the cake.
We needed… and….
we separated egg whites from yolks…
4. Impressions on baking the cake. / 10 minutes.
Students talk about the experience of cake baking.
5. Goodbye: 5 minutes
Revision of the new vocabulary

87
Lesson plan - Dream School
Class: VIIth grade
Topic: Education and school
Aims:
- To help students talk about education
- To develop students’ reading skills
- To expand students’ vocabulary
- To develop students’ speaking and listening skills
Procedure
Lead in
d) a favourite or least favourite subject at school. You
could tell them what you liked and didn’t like (and why) when you were at school.
anagrams in pairs. Ask the first pair to finish writing the school subjects on the board.
1.STORYHI
2.GRAGEOPHY
3.THAMS
4.SICUM
5.LISHNGE
Answers: 1 History, 2 Geography, 3 Maths, 4 Music, 5 English
hool. Are any subjects obligatory? What
exams do people usually take before they leave school? What do they know about official
school exams in Romania?
Romania education: Full-time education in is compulsory for all children aged between 5
and 16 in Romania. Students can then continue their secondary studies for a further four
years. Students usually do A levels at 18.
Task 1: Dream school
Ask them to predict which of the following the text might be about:
A) A dream interpretation school.
B) A perfect school
C) A school where pupils learn while they are sleeping
Task 1. Set a 2-minute time limit for students to read the text to check if their
prediction was correct. (B ‘A perfect school’ is the correct answer)
true or false.
Students compare answers in pairs then check as a class.

88
school and education vocabulary.
Students continue in pairs. You could set a time limit of 4 minutes. Ask the pair with the most
words to read out their list then invite others to add to the list.
e ‘ideal school’ list in paragraph 3
and ask the others if they agree or disagree with the statements. Students can continue with
exercise C individually and then compare in pairs. Do they have similar ideas to each other/
the children interviewed?
Tip: Fast finishers can invent more school subject anagrams, like in Task 1.
Task 1: Dream school
I always feel tired after six classes a day, so my dream school starts at 9:30 a.m. and ends at
2:30 p.m. There are three lessons in the morning and two in the afternoon. We can choose
our favourite lessons to learn. We can spend more time doing some outside reading. The
students do after-school activities for one and a half hours every day. We needn’t do a lot of
homework. We are all happy to stay at school. Besides that, my dream school looks like a big
garden. There are many kinds of flowers around the modern buildings. Sweet perfumes are
diffused all around. If I want to have a rest, I can lie on the grass, listen to music by the lake
or look out at the flowers from the classroom windows. The teachers here are kind and
helpful. They are not only our teachers but also our good friends. The students are polite and
friendly. We all know how to keep our school clean and tidy. There is no litter around the
campus. I love my dream school. We will grow up to be happier there.
What’s your idea of a Dream school? A newspaper asked school students to describe their ideal
school. These were some of the things that the children wanted:
A flexible timetable
Not so much homework
Speakers that play music instead of a bell
A teacher-pupil swap day
A very big door so that everyone can go into school together
Another park round the playground
More flexibility to choose subjects
Better whiteboards/new desks and chairs/video projectors in all the classrooms/laptops
A bigger building (with a theatre/festival hall)
More stationery for pupils
Longer ICT lessons
Nice, smiling teachers
Friendly children
A) Read the text again and decide if these statements are true or false.
1. You feel tired after eight classes a day.
2. We are happy to stay at school.
3. The teachers here are nasty and bored.
4. The pupils are friendly and polite.
B) Underline all the words in the text related to school and education. How
many words can you find?

89
C) Read the ‘ideal school’ list in paragraph 3. Write a tick (✓ ) if you agree
or a cross (x) if you disagree. Compare your list with a partner.
Task 2: My dream school
dents
(e.g., friendly children), teachers (e.g., nice, smiling teachers), facilities (e.g., better
whiteboards), materials (e.g., more stationery), the school building (e.g., very big door),
discipline (not mentioned in text), exams (not mentioned in text).
exercise A and make notes on the board. Students then continue in pairs to invent their ideal
school and make notes of their ideas.
A) Design your ideal school with a partner. Make some notes.
Facilities
Materials
School building
Exams
Discipline
Teachers
Students
Other
B) You are going to present your ideal school to the class. Use your notes
to prepare a mini presentation.
Useful language:
Our ideal school is/has…
We think that…
We would like more/less…
And that’s all.
Tip: If students have conflicting ideas about an ‘ideal school’ they can compromise and use
some ideas from each partner.
instructions and useful language in exercise B. Give students a few minutes to prepare what
they want to say for the presentation on their ideal school. Encourage them to use the useful
language and to use notes rather than read from a script.

90
Lesson Plan - Potatoes salad
Objectives:
1. Name the ingredients+ quantity/number
2. Use the Imperative while preparing the food
3. Use numbers, contents and containers
4. Prepare the recipe
5. Test and express feelings on likes and dislikes
AIMS OF THE LESSON:
 To show and prepare a traditional recipe in 45’-with pupils between 11-12
years old
 To help students improve their grammar using different types of exercises
 To improve pupils’ pronunciation and their ability of speaking in English
freely
PUPILS’ PROBLEMS:
 Pupils may not be familiar with certain words
TEACHING TECHNIQUES:
 conversation, explanation
 reading the recipe
ACTIVITIES
1. Name of recipe 1’
2. Name the ingredients 10’
3. The way of preparation 10’
4. The preparation itself 10’
5. Tasting the food 5’
6. Opinions about the salad 9’
7. Writing the recipe 5’
Feedback: to share the recipe and to prepare it and then to share opinions on
taste (sour, salty, bitter, sweet) and smell.

91
Lesson plan - Say NO to VIOLENCE
Class: 4th grade
Topic: Education and school
Aims:
- To help students recognize the form of abuse and violence
- To develop students’ defending skills
- To expand students’ vocabulary
- To develop students’ speaking and listening skills
Teaching techniques:
conversation, explanation, didactic game
Procedure
Warm- up: (10’)
Game “Pantomime”: Show a colleague that you want to get back with him
without talking to him!
Presentation: (20’)
Divide the class into four groups, each group receiving one case study and four
pieces of A4 paper to the four quadrants, each with a requirement related to the
case. Divide the tasks into groups - each member will have to complete a part
related to a number (numbers given are random in groups).
Groups exhibit posters on large dials - one sheet of paper for every need - they
will centralize the responses. Pupils will establish “victims and perpetrators” using
images "emoticons”.
The scheme aims to draw conclusions and the types of attitudes aggressive /
violent.
Examples of aggressive attitudes:

92
Physical: Verbal:
-Hard-private fixed menacing - mockery
-Direct or indirect threatening - reproach
-Kicking - rude words
-Throwing objects -irony, intrigue
- Beating, pinching - gossip, grimace,
etc.
Feedback: (12’)
1. How can we prevent and combat these phenomena? From dials
remove choices:
• Positive thinking
• Maintain open lines of communication
• Flexibility
• Avoid insults, humiliation, excessive hardness
• Attention
Tolerance
2. Students will complete questionnaires which show the degree of
irritability and self-control ability.
Impressions : (3’) Who am I? Am I one of these?

93
CASE STUDY SQUARE
I. Characters
Victim - Aggressor
II. Causes of violence
III. Form of manifestation IV. Methods for preventing and fighting
violence

94
Anti-Bullying Lesson Plan
Kids Bullying Kids
Students anonymously complete a survey about their experiences
with bullying, evaluate the results, and discuss solutions to the
problem.
Grade
 3-5
 6-8
Brief Description
Students anonymously complete a survey about their experiences with bullying, evaluate the
results, and discuss solutions to the problem.
Objectives
Students will share their experiences with bullying in an anonymous survey. Students will
determine percentages based on the results of the survey.
Keywords
bullying, survey, percentages
Materials needed [shop materials]
Bullying Survey, printed and distributed to each student, pencils or pens
Lesson Plan
 Explain to students that you want to learn more about kids who bully other kids, and
ask them to complete the survey without signing their names.
 After you have had a chance to read the surveys, invite students to guess the results.
 Read some samples from the students' responses.
 Ask a volunteer to help tally the survey results on the chalkboard; then ask students to
add the responses to each question. Help students determine the fractions or
percentages for each answer.
 Discuss the survey results, and brainstorm with students about what they can do to
reduce bullying at school.
Assessment
Students will be evaluated based on their participation in the class discussion.

95
Bullying Survey
DIRECTIONS: Please circle or underline the best answers to the following
questions. You may have more than one best answer for some questions. You do
not have to put your name on the paper.
Name (optional) __________________
1. Have you ever been bullied?
Yes No
 If you answered yes, how often did someone bully you?
Occasionally Often Every day
 Where did it happen?
School Park Home Neighbourhood Somewhere else
 If it happened at school, where?
Hallway Classroom Playground Cafeteria Bathroom Somewhere else
2. Have you seen other students being bullied at school?
Yes No
 If you answered yes, how often did it happen?
Occasionally Often Every day
 Where have you seen other students bullied?
Hallway Classroom Playground Cafeteria Bathroom Somewhere else
3. What kinds of things have bullies done to you or to someone you know?
Called names Threatened Stole or damaged something Shoved, kicked, or
hit Ignored
4. How much of a problem is bullying for you?
Very much Not much None
5. On the back of this paper, list some of the actions you think parents, teachers, and other
adults could perform to stop bullying.

96
Bibliography and sitography:
 Anca Maria Gaidos & Maria Neagu, Cetăţenie activă, Fundaţia Noi
Orizonturi, 2011
 Relu Adrian Coman, Magdalena Lixandru, Drepturile copilului în povestiri şi
imagini, Ed. Sirdo, 1995
 Rudolf Dreikurs, Cum să creşti copii fericiţi, Ed. Institutul de Psihologie şi
Psihoterapie Adleriană, 2011
 LIFELONG LEARNING PROGRAMME GUIDE 2013:
 http://www.llp-ro.ro/userfiles/part1_en13.pdf
 http://www.anpcdefp.ro/userfiles/COMENIUS_Ghid_BunePractici.pdf
 http://www.didactic.ro
 http://www.slideshare.net/ipilia/cookverbs
 http://www.slideshare.net/ipilia/festive-cook-book
 http://www.SuntParinte.ro

97
Prezenta lucrare a fost realizată de
echipa Comenius în cadrul proiectului Comenius Multilateral
„Children’s eyes, children’s hearts” (2013-2015),
proiect finanţat de Comisia Europeană
prin Programul de Învăţare Pe Tot Parcusul Vieţii –
Lifelong Learning Programme.
Comisia Europeană nu poate fi considerată responsabilă pentru conţinutul
prezentului volum sau pentru întrebuinţările care i se pot da acestuia.

Guide for teachers and students "Children's eyes, children's hearts"

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