Our Encycopedia LRG

With the support of the Lifelong Learning Programme of the European Union
coala General Sf. Nicolae, Trgu-Jiu, Romania Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki, Chorzow, Poland Karsiyaka Ilkgretim Okulu, Izmir, Turkey Istituto Comprensivo I.C. Pascoli, Urbino, Italy Schule am Schillerpark, Berlin, Germany Grupul colar Dumeti Iai, Romania
Our encyclopedia
`LIVING, READING, GROWING`
Trgu-Jiu, 2012
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
ISBN- 978-973-0-12785-0
THE MULTILATERAL COMENIUS PARTNERSHIP LIVING, READING, GROWING

This is an educational partnership, financed in all partner countries by The European
Commission as a Long Life Learning Programme (2007-2013). LLP is a programme of the European Union for collaboration on the domain of the education and professional formation from EU. There are four sectorial programmes as components of LLP, transversal programes and the Jean Monet programme. One of the sectorial programme is Comenius, that includes among others the action of multilateral partnerships. In every country, LLP is implemented by the means of the National Agencies for Programmes on the Education Domain and of the Professional Formation. The Multilateral Comenius partnership Living, Reading, Growing includes: coala General Sf. Nicolae Tg.-Jiu (the general secondary school initiating the project, applying as coordinator), Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki, From Chorzow Poland, Karsyaka Ilkogretm Okulu from Izmir Turkey, Istituto Comprensivo "I.C. Pascoli from Urbino - Italy, Schule am Schillerpark from Berlin Germany and an arts and vocational school Grup colar Dumeti, Iai county Romania (partners). The idea of the project appeared by realizing that tstudents` interest for reading in the European space had decreased, by different reasons. Therefore the development of the interest for reading was meant to become one of the European priorities of the LLP appeal for projects in 2010. Being aware of this painful reality, the undersigned conceived the idea of project, starting from the premise that reading should be offered to the students, not asked, following that they would have its perception as a life experience. We began from the explanation that students dont read anymore, as their access to books has become more difficult, some of them having no access of all due to the lack of means, or others being interested in other more attractive opportunities. More than this, there have been formed mentalities that keep reading at distance. Therefore, I considered that each of these three causes generates a disadvantaged group from the perspective of the access to reading. Reporting them to the students groups, the teams from the partner schools noticed there is a common reality connecting them: there are marginalized children. In some of the classes
there is the mentality I cant, we cant and in others they cant. An increasing number of students cannot afford to buy literature or magazines, and others...avoid doing this.. Unifying in implementing the new project, the partner schools have aimed at following objectives: - increasing the frequency of reading; - increasing the number of students interested in thematical reading activities; - increasing of the self-respect, by analyzing real or imaginary cases; -developing some pozitive feelings concerning some of the situations, starting from the read lectures; -finding out about the cultures of other countries; -socializing with children from the partner countries, by the virtual community means, but also by the project meetings; The project activities were divided on cycles, based on the prevailing topic, as follows : The cycle Acceptance Rejection Nov. 2010-May 2011; The cycle Collaboration-Competition- May-Oct. 2011; The cycle Submission-Rebellion Nov. 2011 - March 2012 The general activities for promoting reading: April-May 2012.
The activities within each cycle let as much as possible a free enlargement of the creativity of didactic personnel. Only the literary work giving the start of all activities may be common for a school, so that everybody may decide which would be the manner of fulfilling the requirements of the project goals or aims, in their interdependence. As activititie examples: book presentations, reading workshops/moments, dramas with final o story line changings, by adding or eliminating some moments, learning / composition of songs, roleplays focused on desirable behaviour, civic education or form-teaching lessons, poster, cartoons, drawings, etc. In case of some of these activities the English language could be used. English is used by accessing the resources of the project site www.livregro.eu, created specifically for this purpose. In achieving the project objectives, pupils` parents are also to be involved, at least by communication during the parents meetings. The partners
COALA GENERAL SF. NICOLAE TRGU-JIU
coala General "Sfntul Nicolae (`Saint Nicholas`) is situated in the north-west side of the town Trgu-Jiu, in a silent street, near the Iosif Keber Memorial House. It is placed like in an embrace, among houses, scanned by the blocks of flats seen over the neighbour houses roofs, our school has been a spring of
culture and education for almost 700 students, who create a vivid atmosphere the classrooms from morning till evening (grades I-IV in the morning, grades VIII, in the afternoon). The oldest school building is situated on the land donated by the townhall. The Building Committee was led in 1941 by the priest Aurelian Barbici. Between 1968-1973, a new school building was also built. Name of school was originally The Mixed Primary School No.3 "St. Nicholas", until 1954, when it became "The Elementary School No. 2. In 1967 the school was named Secondary School No. 6 and in 1999, the school took the oldest name, "St. Nicholas". Along the decades, this school has got a good fame, which is a pride for all of us, as students, teachers, or inhabitants of the neighborhood. The school has a tradition in developing partnerships with different institutions or organisations of interest for the students education, but also for the school image promoting. During the last years, our school has initiated partnerships with schools from abroad, by the Sectorial Programme Comenius, including the multilateral partnerships Comenius Bridge Over Trobled Water and Living, Reading, Growing. V-
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection`
The book: `THE WONDERFUL GROVE` by Mihail Sadoveanu

Summary
'The Wonderful Grove' is a description of the wonderful adventures that a little girl, Lizuca, and her little dog Patrocle, went through, on the way from the girl's house to her grandparents' house. After her mother's death, Lizuca's father, Mr. Vasilian remarried a lady called Maria Papazoglu, who didn't like the little girl at all. Lizuca was brought up by her maternal grandparents, but after her father's remarriage, he took her to his house and didn't allow her to see her grandparents because her step mother said she didn't have a proper education for their social status. One day, while her father was away to Bucharest, her step mother received the visit of two ladies and, after a while, the visit of a lieutenant. During those visits, Lizuca entered the sitting-room and put her finger into the jam pot. She was chided by her step mother and after that she was badly beaten by the maidservant of the house for her gesture. Because it wasn't the first time (actually, she got beaten every day), Lizuca thought it was time to put a stop to all this and decided to walk away to her grandparents, with her beloved dog. They sneaked out of the house and left for the great adventure that was to be crossing the grove of Buciumena. The girl learnt, from the stories her grandma used to tell her, that you should leave a mark on your way through the forest, so she filled her pockets with ashes which she flew out until it was over. From this moment on, everything becomes unreal, because, just like in a fairytale, the flowers are talking, the animals are talking and everything that happens in the grove seems to be from a fairyland. On the way to the grove, they met a big flower which Lizuca called Suns Sister (from grandmother's tales), asked her what she was doing and told her where they were going. The
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection` flower assured them that it was the good way to go to. They walked down the orchards, where they met a lot of little red dark-spotted ladybirds, which Lizuca called the cows of the Lord. When they reached the grove, they met an old lady. Lizuca told Patrocle she was Old Wednesday and talked to her. After that, they continued their journey, talking to all the birds, till it got dark and they couldn't see the way. Lizuca thought it was better to find a shelter until dawn and asked Patrole to look for a place to sleep. He found a hollow in the osier and Lizuca asked for permission from the osier. Stars appeared during the night, and she believed that God lighted up candles in the sky. Talking to the dog, she confessed that the only thing she was afraid of in the forest was the badger, because she knew it was bad, from her grandma's tales. In that very moment, a black shadow appeared in front of the hollow and she got very frightened. Fortunately, Patrocle took care of the problem and scared it away (it was just a rabbit). In the moonlight, Lizuca saw seven little men, coming out of a hollow. In front of them there were a little man and a little lady, whom she recognized from her grandmother's books. They told them they knew she was coming from the moment they entered the forest because the child of the earth was watching at the border of it. She found out they often came out during the night and spend time with the banished. The princess of the little men invited all living creatures to party with them. They told her that a long time ago, they used to live with the people, but when their number started to grow, and an old little man wanted to live in peace with them, they teased them constantly and that made him very angry with people. So, he ran away. She also told her about the dragons and Wood-Warper and Stone-Stampman and many other ancient time giants. That their end would come even if they could count their years as thousands, due to the fact that people loved stories less and less and forgot their friends easily. The old man told the little girl that the spring before the grove had been in danger because her father wanted to sell it for a lot of money. Grandfather was against that, as the grove was Lizuca's heritage. There were a lot of nice tales about the grove: a very long time ago it was said that a long fair hair fairy used to live there and many princes had looked for her but none could find her, nor her palace. But there was a confident Prince-Charming to whom she appeared and invited him to come the second night. He came constantly for many nights, but his people followed him to see the princess. However, all they could see was the prince besides a water spring. They asked him to bring the fairy's ring but she said she didn't wear vain things. Prince-Charming was asked to cut one of her golden locks, but when he returned to the humans, the lock had disappeared. Then, everybody tried to convince him that
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection` she wasn't real, it was just an imaginary creature. That made him very sad and lead to his death. Lizuca asked the little man why the other men didn't tell stories and found out they were little ironsmiths and worked day and night. The old lady remembered a story about an old house near the grove she used to visit, and of a pretty young lady talking to a little girl about her death. She was asking the little one not to cry and not to forget her games and if she wanted to see her, just thinking about her would be enough and she would be there. Lizuca fell asleep thinking the little girl was herself talking to her mother. After she was asleep, the little man was wondering what to do with her: they couldn't let her in the forest but they couldn't take her to the cave either. The old lady had a proposition: to take her to the house in the grove, and everybody agreed. When Lizuca awoke in her grandparents' house, she heard voices and she recognized her stepmother's voice: they were arguing because her grandparents lied about her being there. Her grandfather was explaining he had found her in the forest and he wouldn't let her go. While talking, a swarm of bees attacked the stepmother and the maid and they ran away screaming. This was a great joy for Lizuca and her dog, Patrocle and she decided to tell her father that she would rather die than leave her grandparents again.
Product of group work grade 5
Our students' work These are the students letters to the characters from the story The Wonderful Grove by Mihail Sadoveanu , which were translated for you:
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection` 23rd March. 2011 Tirgu Jiu, Romania Dear Mrs Vasilian, Im writing these lines to you as I was deeply impressed by the sadness from the eyes of your husbands little girl. By all means I have to bring back the smile on the face of little Lizuca. It is obvious that she is a child who needs a lot of understanding and love from you. Have you ever thought what is there in the soul of a little girl who lost her mother? I advise you to pay attention to this girl as much as possible. Become a good friend of her, as she has a lot to tell you! Later, the little girl wont remember you for the material joys you have ever given to her, but for the fact that you indeed loved her. I look forward to meeting you again, Best regards, Your friend, Emilia (Joia Cristina, grade 3rd A)
Dear Lizuca, My name is Codru and bitterly, I have to tell you that I am an orphan, just like you. I imagine that sometimes you put your head on your hands and your thoughts start flying far away, wandering on imaginary places, with fairies and charming princes. Not for a long time, because you wake up from this beautiful dream, called evilly by someone, that someone who knows that, no matter how badly would talk or behave to you, there is none to defend you. Its sad, but its true! The same thing I felt for many times. It seldom happens to smile as other children of your age do. Loneliness follows you everywhere. Im glad that you have a true friend in exchange. In life its good to have a true friend. They are, sometimes, the only ones who really understand us. When I grow up, I promised myself that I will help all orphan children. They, the unhappy children, have the greatest need of help, caress, affection and Im sure that they can offer these to other children, fact that the parents sometimes forget, to offer their gratitude. I felt like writing to you, hoping that I will be able to blow off your loneliness and the sadness that conquers you like some dark shadow, even if for a little while. Did I succeed? See you soon! Codru
and some cartoons:
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection`
Eduard Diaconescu, 3 A class
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection` `MOROMEII` (THE MOROMETES) by Marin Preda Summary In today's Romanian literature, "MOROMEII" ("The Morometes") represents the fundamental, reference book, a "classic" by excellence, a real artistic monography of the Romanian village, before and after-war. "Moromeii" (a book of nearly 1000 pages), is the story of a family of peasants living in the Danube's Plain, who come to acknowledge a deep and symbolic falling apart through a period of a quarter of a century. In the first volume, the action is taking place, at its initial point, a few years before the Second World War. Time setting is structured in three main epic sections: the first one reveals the normal way of life of the people from
Product of group work grade 7
Silistea-Gumesti during a common weekend. The second one shows the village in the fever of the wheat reaping (harvest). Finally, the last scene captures the direct conflict between Ilie Moromete and his sons. All the epic scenes are strengthen from within by the idea of time irreversibility. Firstly, time seems to be very patient with people. But, by the end of the first epic sequence, time runs out. Moromete himself notices dark clouds surrounding him: wheat price drops fast, taxes can no longer be delayed, Nicolae has to go to school; and the hen-merchant confesses him his sons want to walk away from home. By the end of the first volume, time definitely looses its patience: the hidden crises bursts out violently, breaking the family's apparent unity. In Moromete's family, Achim, Nila and Paraschiv refuse the way of life offered by their father. They all want to live differently. There have other ideals that animate their souls, other plans call up their energy. And Moromete will remain alone.
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection` Marin Preda touched, in a specific native way, the most important theme of the universal literature, a drama of deep human resonance: independent of his will, father looses his children's love and struggles in vain to get it back. Here are some paragraphs from the first volume of the book: 1. "Well, you should go to the exam", the woman said, thinking of something else. "How should I go if I didn't study at all?" "Then, study" she said softly. "Study? How should I study" Niculae yeld so furious, raising his hands... and his voice sounded so loud in the silence of the dawn, covering the locus tree. "You could take a book and read while you're taking care of the sheep. What do you want me to do? The woman said wondering. "Which book, mother, what book? My father didn't even want to buy me 'Citirea" (The Alphabet). Nobody wants to lend it to me. If only he'd let me go to school. 2. He wanted to get up and leave, but something stopped him, and that was Niculae's silence, the fact that he didn't react when he was told he wouldn't go to school anymore. Again, this feeling of guilt overwhelmed him; not knowing what to do, he came closer and sat down next to the boy. "What are you reading?" he asked, after a few moments of silence. "A book." Niculae responded. "A book?" he wondered. "Come on, father, leave me alone. Never in my life I will talk to you or read for you during the winter. "So what!'' "Leave me alone." "Niculae, you are getting angry for nothing." Moromete said sadly. "If I had had money, don't you think I would have sent you to school?" No, you wouldn't." Niculae answered
nervously. You didn't even allow me to go to the village school. You sent me to look after the sheep. And when I asked you to buy me the alphabet, you shouted at me."
Alexandra Uurelu, grade 7
coala General Sf. Nicolae Trgu-Jiu Cycle Àcceptance-Rejection` Niculae turned around on the porch and got his nose into the book. He stopped reading. Moromete was thinking sadly: the boy was right, he didn't even hear him begging for books.
Our students' work THE MOROMETES (analysis by Tudorascu Teodora, 7th grade)
Nicolas is the son from the second marriage of Moromete with Catrina, being the youngest in the family. Their child longs to go to school and, despite his mothers consent, he does not receive support from the father, who must pay taxes. He argues that teaching does not bring any benefits and he mocks him. When it comes to manifestation of affection, father is censoring every gesture. At the end of the school year celebration, when Niculae gets the first prize, Moromete was prepared to hear that his son would repeat the class. The scene shows the fathers lack of interest
Andrei Vlceanu , grade 6
for his son and his life outside the household, and lack of confidence in the intellectual abilities of the boy. The uneasiness of the child and the fever crisis while trying to recite a poem impress him, but his gestures of comfort are drawn with great
clumsiness. His desire to maintain his position of authority in the family through a tough behavior led to the weakening of family ties and the older brothers running away from home with sheep and horses, to Bucharest, was evidence. The relationship
between Moromete and his son, Nicolas, is marked by tragedy, with unnatural split between the two.
coala General Sf. Nicolae Trgu-Jiu Cycle 'Collaboration-Competition'
The book: `PRVALE BABA` by Ionel Teodoreanu

Introduction Ionel Teodoreanu is a Romanian writer well known and loved by children, students and adults. The novel Pravale Baba presents the life story of a child who later became a successful man, a child who lived in Romania during a time when story telling could help a man have a better life even without access to the spoken images or pictures or to a computer. From the pages of the book it comes out the knowledge thirst and the competition between the superiority of a searching bright mind and the mediocrity that only envies. We selected an excerpt showing the innocence of the childhood in its first steps on the knowledge path that is The Primer. Pravale Baba is the name of a little town situated in Moldavia, near the monastery of Agapia, in Romania.
Excerpt
The selection what we are presenting you now has as characters students of the first grade guided and supported by their teacher to discover their first clues, styles, mysteries of the writing and reading. One of the school boys, Stefan Damaschin was so fond of his life as a young learner, that he used to listen very attentively when his teacher, started a story: Ill tell the story of an old woman who had a hen, and of an old man who had a rooster. The hen could lay eggs twice a day, so that the old woman ate a lot of eggs, but she didnt give any to the old man. Have you listened to me? Yes, we have! a pupil answered. Who has talked to me?..., the lady teacher asked the young learners who couldnt write or read yet, is he able to tell what I just told you, using his own words? What about you, George ? George began to speak very fast and swallowing his words while telling the story, when the teacher said: Now I want you to go to the blackboard and write on it what I have just said!
coala General Sf. Nicolae Trgu-Jiu Cycle 'Collaboration-Competition' All pupils started watching the floor scared and hoping not to be asked to do such an impossible thing. What about you Sherban Postelnicu?, the teacher asked a boy sitting on the first desk. But Postelnicu called The Little Tomato on his nickname, became as white as a piece of chalk, so that the teacher left him alone going further and asking another boy, Timotei, the same thing. But Timotei, the son of a prosecutor could say only Hmmm keeping his finger in his mouth as he used to do when his granny asked him to eat and he didn`t want to do. Finally the teacher asked Stefan Damaschin to come to her. The young boy from the town of Pravale Baba, came from the bottom of the classroom and first he had to show his teacher his hands as she had told him to clean his hands of coal. Then she asked him: Can you do somehow on the blackboard, dear Stefan Damaschin, the story I have told you? the teacher asked. The other pupils did not understand what they had to do, thinking that to write is the same with to do. Stefan Damaschin was neither happy nor frightened that he had to go to blackboard, he took the piece of chalk and started drawing: First he drew a house, then an old lady on the houses veranda next to an old man. On the old man`s shoulder he drew a rooster. Then he drew a line as a rope from the old woman`s hand to a hen, having an egg at its backside and another egg in the old woman`s other hand. Then he filled up the old womans stomach with eggs, so that the eggs drawn like that seemed to be some potatoes in a bag. All the pupils were amazed and began to laugh watching him. The teacher watched Stefan Damaschin with a brightness on her face as he seemed to be the swallow that brings the spring time. Well done, Stefan Damaschin, the teacher said. Could you now wipe everything except the hen and its egg ? What is the egg like? , asked the teacher? It is like a letter, Stefan Damaschin answered. Do you know it , the teacher asked? Yes, I do, he said! It is the letter O I saw it on our primer, on the spelling-book! So. Children, write on your writing plates the letter like the egg you see on the blackboard, and dont be afraid of writing. All letters come from the stories. Do you like stories or tales? Yes, we do! the boys answered.
coala General Sf. Nicolae Trgu-Jiu Cycle 'Collaboration-Competition' Then the teacher told them that taking the egg and writing it on their writing plates they were listening to stories until they felt like sleeping and starting yawningand saying Aaa. A a, is the first letter of an ABC and as you can see we can write it by drawing a little stick similar to our hand supporting our head from falling when we are sleepy! The head is like an egg or o letter, too, isnt it? Next, what does the rooster usually say to old man? Does it say, cock-a-doodle-doo, doesnt it? So you see, it starts with letter C . and so on, so as you can see, the story of the old lady with her hen laying eggs and of the old man having a rooster is that one that gives us the letters of the alphabet! What is the name of your learning book? The Primer, or The Spelling Book, the pupils answered! And who made the egg? Stefan Damaschin did, said the students. So, we have to give him the egg! It belongs to him, doesnt it? Yes, everybody said. The teacher put a stick in front of that egg and told the students that it was the grade ten (10) or the best students mark and she had to put it into the catalogue next to Stefan Damaschin name for the way he drew on the blackboard. Going home, in the lanes and paths of the Pravale Baba town, Stefan Damaschin, named also Fanutza, met his mother and kissing her hand, proudly told the other boys who she was.
CIREARII ( The Knights of the Cherry Blossom) By Constantin Chiri

Through the bleak literary scenery of the communist period, every reader who left behind his/her young childhood years, could find particularly two novels that were able to inflame the imagination and stir up the desire to identify true heroes. Naturally, those works became bestsellers, they were published in hundred thousands copies and their heroes became myths. They were Toate pnzele sus by Radu Tudoran (1954) and Cirearii by Constantin Chiri (1956-1972). Excellent teller, of great fluency and clearness, spiritually following Mark Twain, descending naturally into the world of children and youngsters and using like no one else the psychological knowledge of childhood that precedes the bronze years when the wings of the human spirit are not yet touched by disappointment and skepticism, C-tin Chirita appears as a
coala General Sf. Nicolae Trgu-Jiu Cycle 'Collaboration-Competition' generous, optimistic, tonic spirit, a childhood poet, through his characters: `ciresarii`: Lucia, Maria, Dan, Tic, Ursu and Victor and trough their adventures they go through, not very spectacular but even more real and attractive. Constantin Chirita has the great idea (and the skills to realize it) of avoiding any political compromises or communist propaganda in his work. The knights of the cherryblossom are a group of classmate, four boys and two girls, living in The Cherry Tree Street, in a small town. Tic, Marias younger brother joins them and even Tombi, Tics dog, becomes a little ciresar. Ciresarii are well chosen and carefully built characters by their father. The pillars of the group are Victor (the most intelligent) and Ursu (the most powerful). Maria and Lucia are as different as possible. One of them is blonde, short-haired and clear-minded while the other one is long dark-haired, dreamy and poetic. Tic is a cute, smart boy, a little bit naughty, daring but innocent. Dan is the opposite of Tic, hes the one who gets all the jokes, less athletic, exposed to accidents, ready for self-irony. Dan and Ionel due their integration to the group force which generously embraces them.
Our work
During the cycle, based on the two literary works, many curricular and extracurricular activities were realized: literature lessons, civic lessons, literary club, visits at libraries, poster exhibitions. As a final product we have made a movie, in order to accomplish several functions: balance of experiences, evaluation and dissemination.
coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion`
During the cycle "Submission / Rebellion", our team left to the teachers` and students` choice the books they would use, so a variety has result: Isprvile lui Pcal ( Pclas
Deeds) by Petre Dulfu, Gogoaa furioas (The furious donut) by Mircea Sntimbreanu,
Popa Tanda (Tanda,the priest) and Moara cu noroc ( The Mill of Good Luck) by Ioan Slavici, Moartea cprioarei (The death of a deer) by Nicolae Labi, several historical stories and historical documentary works. We decided to collect articles extracted from activities, as folows:
THE MORNING REBELLION - role playThe scenery is a childrens room. The boys of the house are still sleeping in their twin beds. Their angel faces are enlightened by the sweet morning dreams. Mum, sitting next to her elder boy, whispers softly: Andrew...come on angel...wake up. Its time to go to school. Andrew opens his eyes and smiles...Yes, mum, right away. Good morning! Mother sits next to the little one...Come on Alex, baby, wake up. Leave me alone...I wanna sleep ... M: Come on, baby, you have to get up or youll be late. Alex: Im not a baby and I dont want to go to school. Leave. M: Come, sweetheart... Alex: No sweetheart...go. M: What do you mean.. just a week at school and you dont want to go anymore. With no school you wont be able to... Alex: I dont think so and Im not interested. M: OK, Im going to make you some breakfast. Im back in five minutes and youd better be up by then. Andrew: Yes, sir! he says, getting up just like a soldier. Mum claps her hands delighted. Andrew: Can I help? M: Of course, my darling. Mum and Andrew go to the kitchen; Alex doesnt move;... a knock at the door is heard... Alex (furiously): Who is it?
coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion` Pinocchio: Im Pinocchio! Ive come to tell you something very important. Alex: Say it fast and get lost. P: Go to school, Alex. School is a nice place where you learn a lot of things... Alex: How many?.....Youre lying, lier!!! P: But my nose hasnt grown bigger, you see? There was another knock at the door. Spiderman comes in. Alex is very happy. Spiderman: Ive come with a very difficult mission. Alex: Thats cool...what mission? S: I have to sent a child to school...hes fooling around with his mother in the morning. Alex: You too, Spiderman...go away, you havent accomplished your mission....you are not such a cool guy after all. Another knock at the door. A very cheerful Hannah Montana appears. H. M.Where is Alina? I have to make a girl go to school. School is so nice, just like a flower. Alex: What flower, what little girl...let me sleep. H. M.Oh, gosh. Ive got the wrong play again! Someone is at the door again. Alex is really angry. He pops his head out of the blanket and yells Come in! The next who came was Nica: he was the one who made Alex get out of bed and go to school. What do you think he said to him? What character would you call in the morning to help the lazy kids wake up? Phsychology teacher, Crete Cristina
TRY TO BE YOURSELF! In our Multilateral Comenius Project Living, Reading, Growing students from the 8th grade, class A, led by Neli Morie, Romanian teacher, have realized different materials on our theme Submission-rebelion, inspired on the novel Moara cu noroc by Ioan Slavici. The lesson was conceived on the principles of multiple intelligences, a theory which was for the first time published by Howard Gardner in his work Frames of Mind: The Theory of Multiple Intelligences in 1983.
coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion` This theory helps us know our students better through the perspective of their skills and abilities, interests, you can conceive your learning activities around the multiple ways of solving a problem by using different types of intelligences. Students have expressed their willingness to be involved in the activities of the project and embraced the proposed theme, eager to show their creativity. At first, hearing about the theory of multiple intelligences, they were a bit dazzled, but after the explanations, they knew what they had to do. They were split in six groups, and every group had a different task according to the above theory: linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic,
interpersonal. The sudents were very excited, as they enjoy team work. Although there always can be frictions in every team, the students get to know each other better and fit in easily. After solving the given tasks, it was seen that the author is focussed on the characters and their inner tranformations. So, the writer closely observes the characters changes, through psychological analyses. The students underlined, with their works, the moralising ending of the novel Moara cu noroc. The conclusion is the following: Inevitably, Ana dies tragically, stabbed by Ghita, to whom she tells desperately she doesnt want to die. Just before her last seconds of life, feeling that Lica is around, she screams, spoiled, bites his hand, pushes her nails into his cheeks, then falls dead besides her husband . Those last throbs of our heroine tell everything: hate and contempt for her shameful husband, hunger for revenge and the passion for Lica, guilt and innocence in the same time. For Slavici, the relationship between the individual and the collectivity is the most important factor for maintaining the inner coherence of the individual. Distance or breaking from this environment appears most likely as a premise of soul breaking. (Pompiliu Marcea) I add impressions of my students: There are leaders and others who obey, so that the weak ones have always been persecuted. However, at a moment some of them rebelled creating small revolts or revolutions sometimes, some of them being victorious or not. In the masterpiece The Mill of Good Luck (Romanian Moara cu noroc) by Ioan Slavici we find scenes of rebellion and submission. At the beginning, Ana obeys Ghi, and the latter to Lic. On the storyline the oppressed ones feel like being at the end of their endurance so that Ana confronts Ghi, and Ghi tries to set up Lic. Therefore, the characters who, submit themselves at the beginning, end up in revolt. The novel has a tragic final when Ghi kills Ana, Lic murders Ghi and Lic suicides.
coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion` (by Patracu Angela, Doicaru Roberta, Popescu Tudor, Bibirigea Sebastian, Nanu Darius, Tutila Sorina) Here are some examples of the students work during this activity. (Romanian Language and Literature Teacher, Morie Neli) I open a book, As a flower bloom, Characters jump in front of me And a dark big cloud keeps whispering Slowly and patiently: SUBMISSION! tells it to me, REBELLION ...and this spoils my mood, As they want me a dog to be And they would like to die tomorrow.
To obey always , Always saying Yes It means being a slave In your consciousness!
Always to rebel yourself, Always saying No It means being rebel And loyal only to yourself!
The students of grade 8th A, managed by the form teacher Liliana Ciochin, realized an analysis on the topic Submission/ Rebellion and they synthesized certain ideas on the above poster.
Two marked words That have created too many deeds Shall you submit, shall you accept, You would revolt and then regret?
Why to submit like a blind When you can rebel like a king ?! Shall I submit...?
coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion` No! ...Ill better say to others .
Shall I knee or pray, Shall I cry and ask for mercy? Or shall I better rebel myself today In my pagan world.
And so I know that after that I will cry like a blind... But I will at least cry freely, Knowing I am a leader!
Why shall you cry When you should laugh Why dearest child, Cant you obey yourself?
Come on! I want to see your smile I want to see you smiling at me, I want you to hide your sorrow, Tomorrow all pains will be just tales. By Cintez Mdlin, Dragu Amalia, Cotan Miruna., Enulescu Mihaela, Brniteanu Andreea, Sarcin Denisa Obeyed I was and so Ill be! As long as I have to live I wish I could Rebel myself, Gugu Marius, Udroiu Ionu Udritioiu Mihai, Berbecel Eduard, Schinteie Gabriel, Unchiau Andrei
The Students of grade 8th A posted their messages prosubmission or pro-rebellion on their own T-shirts
To live my life And to be free... Like the birds in the sky!
coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion` The poetry in prison We used a DVD, The Memorial of the Victims of Communism and of the Resistance from Sighet, initiated by the Civic Academy Foundation, as a support in our activities. It presents a museum. That place was nominated by the Council of Europe as among the three most important places for the cultivation of European remembrance (alongside with Auschwitz Memorial in Poland and the Peace Memorial in France). It is housed in the former political prison in Sighet, Romania. 87 of its cells were transformed in exhibition rooms, which display overwhelming proofs of human suffering. Rooms 51, "Poetry in prison" was thought "as a profound homage to the poets who suffered, to those who became poets through their suffering and to the people who could cultivate this amazing plant capable of growing in darkness: poetry in prison." Transmitted from cell to cell through the Morse alphabet, inscribed on the walls, sewed on clothes or bandages, this poetry was first of all a spiritual support, a form of human solidarity, of resistance and revolt. Thus, the prisoners proved that in spite of their bodies having been chained and submitted, their minds and spirit were still free. The poems are displayed in Room 51, without any titles or authors (although some of them are known), "as in the moment of their birth, when those who memorised them were as important and necessary as those who composed them."
"We feed ourselves from everything we gave. Our wealth? It`s everything we waste. Don`t hesitate to suffer and to bleed, For our victory grows from defeat." (anonymous author) Oh, Lord, do drizzle the forgetting peace Over the everlasting suffering, Do sow the seeds of faith on endless fields And increase the dewdrops of compassion.
Do plant only eternal love and lilies Into the field invaded by the hatred Cover the slaggy mountains, much too high With peace, forgiveness and unclouded sky." (author: Corneliu Coposu)
coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion`
Oh, let my phantomatic hand Pick up an apple from the branch; I`d have its flavour for my lunch, I`d feel the Truth is still alive.
Born in the land of bread and cattle I`m dreaming of mushroom dish; Oh, let me sit by the dogs` kennel Tasting their porridge, I`d be pleased.
Oh, Good Lord, You, who could transform Two breads, together with five fish Into a huge amount of food To feed the poor as they wish.
Repeat the miracle, Good Lord, Let all these mouths just have a feast, As for myself, I dare to pray But for the basket crumbs to eat. " (anonymous author) (Translation by teacher Codrua Clugru)
Our students impressions The theme Poetry in prison was very interesting. The prisoners behaviour, the fact that they didnt accept submission was heroic, showing that nobody can submit the Romanians . Their literary works, quite fascinating, written in prison were their only support that kept them alive. ( Gman Ana-Maria, the 6th B form) My opinion is that all those people didnt deserve such torture, they sacrificed themselves. They impressed me. I am proud that these people bore their cross with dignity, that they were strong enough to get over such suffering. I am proud and happy that there were such strong and brave people in our country. (Vasilescu Simona, the 6th B form)
coala General Sf. Nicolae, Trgu-Jiu
OPINIONS ABOUT THE PROJECT
The Comenius project ,,Living, reading, growing, which we are part of, aims at motivating students to read, developing their personality by means of reading. This project has a dual target. On the one hand, it aims at encouraging students in reading, in valuing the printing versions of books. On the other hand it develops students emotional intelligence. The topic of the three cycles speak volumes: Acceptance vs rejection, Collaboration vs competition, Submission vs revolt. Reading helps students develop completely, as responsible citizens, capable of socializing and involving actively in the society development. Reading is like high tide that lifts up the boats. Gina Vlceanu, Romanian language and literature teacher I really enjoyed beeing a part of the team project, I felt like reading a good book. On the road I found beautiful places and special characters, sharing the same adventure like Tom Sawyer and Huckleberry Finn. I had the oportunity to visit Italy, where I met some wonderful and interesting people from the other countries in the project, Poland, Turkey, Germany, Italy. This project helped me discover new cultures and education standards, also it opened up for me new perspectives. Cristina Crete, psychologist In the project we carried on activities that were meant to help us understand the literary works better. We compared real social models with the literary characters. During the Romanian classes we studied and discussed literary works with social implications. We tackled with topics such as Acceptance vs rejection; Collaboration vs competition; Submission vs revolt. Ioana Cororeanu, student
SZKOA PODSTAWOWA NR 13 W CHORZOWIE IM. TADEUSZA KOCIUSZKI, CHORZW, POLAND
No.
13
'Tadeusz
Kosciuszko'
Primary School in Chorzow lies in a district called 'Chorzow the Second'. The building was built in 1899, with the gymnasium and the day room part added in 1970s.
In the past, there were two schools in one building, separately for boys and girls. During the World War II there was a German army hospital. Although quite old, the building is still functional, with some new solutions incorporated over the past 40 years to make learning and teaching more comfortable.
At present, there are almost 500 students in our school. They are divided into 23 classes. The number of teachers is around 40 at the moment. Our students achieve many successes at interscholar competitions. They are also highly valued as candidates for secondary schools. For most of them, the 'Thirteen' is a school of choice and their parents are ready to drive their children to school even from some remote parts of the city.
In the following years we will be introducing the new common framework in grades 4-6 and preparing to have exclusively six-year-old children in grade one, according to the government's decision. And of course we would like to take all the possible advantage of taking part in the 'Living, Reading, Growing' Comenius project, with possibility to get involved into a new one in the following years.
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'
The story: 'PINOCCHIO' by Carlo Collodi
Summary
'Pinocchio' by Carlo Collodi was written in 1883. The story is about a wooden marionette named Pinocchio. He spends his whole childhood wanting to become a real boy, but is misguided by troublesome schoolboys and two con artists. Through Pinocchios adventures, he understands how he was defiant and nave. At the end of the story his compassion and gratefulness overcame his misguided decisions.
Even though Pinocchio could distinguish right from wrong, he decided to disobey. Pinocchio chooses not to listen to Gepetto, and is faced with consequences that affected him later in the story including the times that he skips school. Pinocchio visits the marionette play, risking his life of becoming firewood and missed months of school during his trip to Playland with Lamp-wick. Pinocchio was to go back home to his fairy, the night that he ran away to Playland, but did not return. A couple months of slothful behavior ended with Pinocchio and Lampwick turned into donkeys and sold.
Pinocchio does not have a very open mind and because of that he becomes trapped by conartists. His weakness is his nave attitude toward others. When Pinocchio is lost in the woods, he is approached by a supposedly lame fox and blind cat. They are told of Pinocchio having coins in his pocket. The fox and cat, knowing of Pinocchios coins pretend to be blind and lame. They ask Pinocchio to come with them to an inn, and buy them dinner. When Pinocchio wakes up, he is told by the manager that the fox and cat have gone. Pinocchio goes back into the woods and is attacked by assassins, whom are actually the fox and cat. His naivety nearly costs him his life, as he hangs on the branch of a tree. Later in the story, Pinocchio finds himself with Lamp-wick waiting for the coach to take Lamp-wick to Playland. Pinocchio is
convinced by Lampwick that going to Playland would be fun. Pinocchio believes that since he is late, one hour or more makes very little difference. At the end of the story, Pinocchio gives his savings of coins to his fairy, who is sick in the hospital. Pinocchio is given the gist of becoming a real boy because of his act of generosity toward his fairy.
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About the writer
Carlo Collodi (1826-1890; real name Carlo Lorenzini) - Italian children's writer known for the world-renowned fairy tale novel, 'The Adventures of Pinocchio'. During the Wars of Independence in 1848 and 1860 Collodi served as a volunteer with the Tuscan army. In the meantime, he worked as a journalist. His first novel was 'In vapore', written in 1856. Collodi started writing stories for children in 1875 and in 1880 he began writing 'Storia di un burattino', also called 'Le avventure di Pinocchio'. It was first published in episodes in a newspaper for children 'Il Giornale dei Bambini'. The story was a great success and it earned Collodi everlasting fame. ___________________________________________________________________________
Our students' work
Reading 'Pinocchio', we tried to find answers to a question that we face quite often - how to be popular and well-liked without doing something against the rules or against our own conscience. Also Pinocchio tried to answer it, but the results were - in the long run - mainly unsatisfactory for him.
We asked our students to draw a comic story with Pinocchio trying to do something good to someone, with a good results, of course. Here are the best examples of their work.
Krzysiek S., grade 6
Radek, grade 5
Ola, grade 5
Marysia, grade 5
Michalina, grade 6
Krzysiek P., grade 6
The English Corner
We decided to run the English Corner in order to improve our skills at English and thus prepare for particular meetings as well as for reading literary works in English in future.
Our first story was 'The Selfish Giant' - a little book we normally read with third-graders in class. Now in grade 5 and 6, we recalled the story and were again amazed at the change that took place within the Giant's mind. We learned how nice it is to turn from a selfish, rejecting person into an open and accepting one - that's exactly what happened to the Giant.
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Other activities
We read 'Pinocchio' right before going to Italy to visit our partner school in Urbino. Around that time, we came across a nice little screenplay. In it, Pinocchio was a guide round Italy for a group of Polish children. We decided to perform the play with a group of our five-graders. The performance was recorded and then showed at the Urbino meeting. As the book doesn't allow us to show the play in motion, we present a few screenshots from the recorded version. Enjoy anyway :-).
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'
The story: 'CZARNE STOPY' by Seweryna Szmaglewska
Summary
'Czarne Stopy' ('The Black Feet') is a book about a Polish boy scouts' team, under the leadership of Andrzej Wrbel. The team consist of boys living in a boarding house. The boys go for holidays to the St. Cross' Mountains (Gry witokrzyskie), a little north from Kielce, in Poland. They look forward impatiently to the coming adventures. Andrzej, in spite of the other leaders' objection, wants to take the entire team. All boys declare the will for going. The only problem is with Marek, a boy whose father - an alcoholic - doesn't want to let his son go.
The long-awaited day of the departure finally comes. A lorry driven by the father of one of the boys arrives at the meeting place. They start their journey towards the mountains. During the journey they talk about numerous games and plays which they will perform at the camp. Only Marek stays aside and doesn't participate in the interesting conversation. He is ashamed of his father, who is his greatest worry. The boy feels worse than the others and doesn't want to open. Nobody really knows him.
As soon as they reach their destination, the boy scouts put tents up and make a camp quickly. They also prepare a meal, as they are very, very hungry. After lunch they start fooling around, passing time carefree in the warmth of the sun. All the boys carry out orders of their leader for which they feel huge respect and sympathy. Suddenly, some unpleasant events break the time of joy. Some food disappears from the camp - sausages, then milk. The boys regret the milk most, as they wanted to prepare some delicious cocoa from it. The scouts start looking at each other suspiciously. In the end, everyone starts blaming Marek, who comes from a poor family.
Suddenly, someone communicates a certain message to them with the Morse code, and soon their flag disappears, too. Boys are sure that they are observed. The patrol becomes vigilant and attentive.
One day, a patrol of girl guides puts up their tents. It leads to some confusion among the boys. However, they continue their normal daily activities. They help local farmers and listen to stories told by them. The boys keep on thinking about the strange events, though. Soon it turns out that a mummy dog steals the food for herself and her puppies. The dog is wounded and hasn't got any owner. She comes to the camp with the puppies. Stealing the flag is a work of a partisan from the World War II, called the Forest Eye. He is friendly, and by doing that, he wants to entertain the boys and to check their skills.
The camp is almost over. The boys are happy and start recalling the most memorable events. Marek is now much more open and everyone likes him. ___________________________________________________________________________
About the author
Seweryna Szmaglewska (1916 - 1992) was a Polish writer. During the World War II she spent three years at the Auschwitz concentration camp. It had a great influence on her life and work. She was the only Polish woman to be testified at the Nuremberg War Crime Trial. She wrote many books about her camp experience. The best known is 'Smoke over Birkenau', written in 1945. She also wrote books for children, including 'The Black Feet' (1960). ___________________________________________________________________________
Our students' work
Fascinated by the 'toothpaste-on-black-paper' painting technique learnt at the 'Freedom of Reading' (see below), we decided to design covers for the 'Czarne Stopy' book. You can see some examples below.
Milena and Monika, grade 6
Milena and Monika, grade 6
Kasia Z., grade 6
Kasia Sz. and Roksana, grade 6
Krzysiek K., grade 5
Mateusz, grade 5
Radek, grade 5
Dawid, grade 5
Paulina M., grade 5
Piotrek B., grade 5
Karolina and Julia, grade 6
Kasia Sz. and Roksana, grade 6
Natalia and Patrycja, grade 6
Krzysiek S. and Piotrek P., grade 6
Julia and Karolina, grade 6
Ala, grade 5
The English Corner
For the English Corner this time we took 'Mowgli' - a simplified version of 'The Jungle Book', a famous story by Rudyard Kipling. We soon got involved into collaboration between Mowgli and other animals, like Bagheera or Baloo and witnessed the competitive Shere Khan's efforts to rule over the jungle.
We liked the story very much and were very proud of ourselves - another book read in English! And we were lucky to see 'The Jungle Book' play in our theatre!
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Other activities
Scout Stalking
On a cold and windy Thursday afternoon in November, two Comenius teams from grades 5 and 6 of our school took part in a scout stalking. The five-graders prepared tasks, wrote them on pieces of paper and hid in different places in a nearby park, leaving signs of their location. The six-graders followed them within the distance of about 30 minutes, trying to find and perform the tasks. Just like scouts we had to collaborate within the teams and compete with the others. For over an hour the groups were having fun - the tasks were all found and completed!
Here is the list of tasks:
1. Decipher the Morse code sentence: -.. --- -... .-. . .--- / --.. .- -... .- .-- -.-- .-.-.- / -.-. --.. . -.- .- -- -.-- / -. .- / .-- .- ... / -. .- / -- . -.-. .. . .-.-.2. A man went out of his house. He looked at the rising sun and smiled. 'What a nice sunrise, he said, 'right after breakfast I'll go for a walk - what a nice present for my birthday that would be!' He had some toast and set off. First he went southwards. After an hour he turned west, and after two he turned north. Finally, after another hour, he arrived at the gate of his house - the same that he had left that morning. After a a short rest, he started preparing his birthday party. Question: when was the man's birthday? 3. Take a photo of two random passerbys - a man and a woman. 4. Compose a short song about the lack of snow this winter. 5. Collect 10 stones. 6. In a dark drying room there are 13 pairs of white socks and 9 pairs of black socks. It is so dark that you can't see the colours. Mark wants to take one pair. How many single socks should he take to make sure that two of them will be the same colour?
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Freedom of Reading
On Thursday afternoon of 22nd September 2011 we took part in the 'Freedom of Reading' a cultural event promoting books organised in Chorzw by the town authorities. We watched the 'Hansel und Gretel' play, completed well-known rhymes for children, learnt to paint with toothpaste, met Mr. Mariusz Czubaj, a crime story writer, did a workshop on liberature and let some books 'go home' with us ('Free the book' action). We liked all the events very much. We hope we will be able to participate next year again. Let's hope the weather will be fine :-).
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion'
The story: 'ANTEK' by Bolesaw Prus
Summary
In this short story Prus portrays a period of a few years from the life of a poor, country boy named Antek (short form of the name 'Antoni'; Eng. 'Anthony' - 'Tony').
Antek was born to a family of Polish peasants in the second half of 19th century. The family was poor. For the first two years he slept in the cradle of his brother who had died early. When Antek was two years old, Rozalka, his younger sister took the place after him. As a big brother, Antek had to take care of his sister, but nobody could take care of him, because their parents had a lot of work. As a five-year-old child, the boy performed some responsible tasks in order to help his parents - he grazed pigs and cows. Also Rozalka started to look after the house as soon as she reached the age of five.
Unfortunately, there were some troubles with Antek. He was a dreamer, so he wasn't able to concentrate on grazing cows. He spent days dreaming of the windmill which he once saw. One day he even crossed the Vistula river in order to examine this work of architecture more precisely. Since then, he started whittling windmills, fences, ladders, wells or even cottages out of wood. The work preoccupied him - he often didn't notice that cows were going all alone unatttended, doing some damage to the surrounding crops.
Around the same time, the family witnessed the birth of another son and the death of the father. Also Rozalka died in dramatic circumstances. Following the healer's advice, the ill girl was put into the hot stove for 'a few Hail Maries'. Instead of the miraculously healed child, a charred Rozalka's body was taken out. This shows the ignorance of the villagers and suggests that Antek's talent was something impossible to be discovered.
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion' Another proof of that was the episode about sending Antek to school, where the only thing the boy had to do was repeating letters of the alphabet - only two for the entire stay. Antek wanted to go to school very much in order to gain some knowledge and skills of how to build windmills.The teacher and his way of teaching, however, took Antek's motivation and enthusiasm away. After finishing the 'career' at school (for the lack of money) the mother sent Antek to the blacksmith to learn the profession. Antek liked his new 'job' very much and showed enormous abilities, often creating small masterpieces of ornamental art. The blacksmith was afraid of his most tallented apprentice though and fired the boy from training.
From then on, Antek made sculptures, which then were bought by a Jew and sold with a good profit (not for Antek, unfortunately...). Around that time the boy grew into a handsome young man and fell in love with the beautiful wife of the commune administrator. Mother, however, not having any benefit from her son in the household, advised him to set off into the world to look for happiness. So Antek did it, saying goodbye to family and friends at a religious figurine on the road.
The story ends with the author's request for help if the readers ever meet Antek on their way. He thinks the boy well deserved it, but was never given a chance in his home village.
Throughout the story, Prus treats the characters with a great but sarcastic sense of humour. He is realistic about the material, intellectual and spiritual situation of 19th century villagers. Being a little ironic, he is at the same time gentle and understanding - it seems he would like to help improve the conditions of their life if only he was able to do it. ___________________________________________________________________________
About the author Bolesaw Prus (real name Aleksander Gowacki; 1847-1910) - one of the most famous Polish writers of all times. Gowacki took his pen name 'Prus' from the appellation of his family's coat-of-arms. For most of his carreer he worked as a journalist in Warsaw. His best works are novels: 'The Doll', 'The New Woman', 'The Outpost' and 'Pharaoh'. Along with them, he also wrote many short stories, including 'Antek'. The main theme of his books was the poverty of 19th century Polish people and other social topics of that times.
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion' Our students' work During the reading of 'Antek', we tried to focus on the moments of submission and/or rebellion in Antek's life. We agreed that although the boy had to live in a constant submission, he showed his rebellious nature in a few moments. As the author 'left' him on the threshold of his independent adult life, we set a question: 'Submission or rebellion? Further life of Antek'. Here are a few excerpts from what the students wrote. ___________________________________________________________________________
After a long journey the boy came to a village, where he saw a little house. Curious, Antek entered the house. He saw an old carpenter at work. 'Have you got a job for me?', he asked the man. 'Can you carve in wood?', asked the man in return. Antek started to work immediately. A few hours later he finished a little windmill. The carpenter was amazed. 'You are very skilled', said the man. 'I may find a place here for you'. (Ala, grade 5) ___________________________________________________________________________
After Antek had left the village, it was very sad in his house. His mother and his brother, Wojtek, missed him very much. When Antek reached his destination, he started to look for a place to sleep. (...) He knocked at the door of the last house. A beautiful daughter of a rich man opened the door. (...) A few months later, Antek began to earn much more money.He went back to his village and told his mother to move to the town. He bought a flat and the family began to live there. The boy became famous and well-liked. He married Marta and they all lived happily ever after, bringing up their two children. (Ewelina, grade 5) ___________________________________________________________________________
For the following two days the poor boy couldn't find a place to sleep or any food. Everyone looked at Antek with contempt and didn't want to help him. In the end Antek, humiliated and angry of hunger, decided to throw a stone in a shop window. It turned out to be a toy shop. An old man went out of the shop and asked if the boy wanted to buy a toy. With tears in his
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion' eyes Antek told him that he didn't even have money to buy some food, but he could make similar toys. The old man let Antek in and told him to make a wooden toy. (Janek, grade 5) ___________________________________________________________________________
In Chorzw there is a big windmill called 'Antek', in honour of the noble carpenter. Antek died peacefully at the age of 80. His story is fascinating. I admire Antek for the fact that he earned everything with his hands and very hard work. (Kacper, grade 5) ___________________________________________________________________________
Antek didn't like the low wages, so he went a step too far and wanted to rob his host. When the host got to know it, he immediately fired Antek from work.. (Patrycja , grade 6) ___________________________________________________________________________
Antek worked all day long and had some rest only at night. He was rebellious about many difficult and boring jobs. He only wanted to carve sculptures. There were moments he wanted to go back home to his mother. He thought he would never be a carpenter, but as months were passing, things went better and better. Antek learnt how to show a certain amount of submission - he was sure only this way he could help his mother and brother. (Wiktoria, grade 5) ___________________________________________________________________________
'Stop it!', Antek shouted at Don Quixote, 'It was my love to windmills that made me leave all I love, and you...'. As Don Quixote started saying again what an awful thing the windmills are, Antek hit the roof and threw the knight off his horse. Don Quixote died at once. It was too late for help... One day you may find a boy who runs away from the bad memories, unsuccessfully trying to live everyday life. (Radek, grade 5) ___________________________________________________________________________
Mainly submission, rarely rebellion - that's how the students see Antek and his further life.
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion' The English Corner
In our English Corner we watched a few stories of 'Star Wars - The Clone Wars' series. We accompanied young Anakin Skywalker, Ahsoka, Obi-wan, master Yoda and many others in their journey, which took place 'a long time ago, in a galaxy far, far away'. The story is full of characters who have to choose between submission or rebellion, sometimes a few times during one episode. We tried to focus on their decisions and discuss what we would do in their place.
Following the stories was a bit more demanding than the previous ones - the language, although simplified, made us use the dictionaries much more often. We watched the films with English voice AND English subtitles. We were amazed how much we could understand from the context.
'I'm sorry, Ahsoka.'
'Amazing the universe is.'
At the end of the project, we won't surely be afraid of reading simple literary works in English. With years, we will probably be able to look for answers to some more complicated questions about life and attitudes towards them. For the past two years, as users of English and readers of stories in English, we have certainly GROWN UP :-).
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion' Other activities On 23rd April 2012 we celebrated the World Book and Copyright Day. Our 5- and 6-graders prepared posters promoting the idea of reading. Here are two examples of their work.
Ewelina, grade 5
Janek, grade 5
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion' For the rest of the 'Living, Reading, Growing' project we would like to gain some knowledge and experience about the way, which a single book has to go before it reaches the reader. We are going to visit a local library, as well as the Silesian Library in the capital of our province, Katowice. During our trip to the Kodzka Valley in June, we will visit an old papermill, which is now a museum of paper - still the main resource for making books. We also hope to meet a writer, who will tell us about their everyday life and the process of creating a story and turning it into a book. But most of all, we hope to become more mature readers of literary works.
We are now sure that LIVING is not full without
READING,
and combining the two results in
GROWING!
Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki
REFLECTIONS OVER THE PROJECT

When we decided to enter the 2010-2012 Comenius selection round, we had an almost-readyto-use project, which was accepted by Polish National Agency three years ago, but due to the fact that the partner schools had not got approved, it was never put into life. Looking for partners, with the deadline in the background, is always one of the most stressful moments within the process. Thanks to Mrs. Adriana urca, not only did we find the right partners quickly, but we also got a brilliant new project, developed in Romania and coordinated by Adriana herself. We had nothing to do but to join in.
After joining in and getting approved, for some eighteen months we have been trying to make our students read literary works. They were forced to do so without even realising it. We have been inventing ways of re-working the stories into artworks, thatre plays or films, trying to make the 5- and 6-graders interested in looking for parallels between their lives and that of the characters. They enjoyed most of the ideas very much and that was the half of the success. The other half will occur in the following months or even years; if they reach for books when they have questions as to what to do in their lives, the project will be fully successful. The time will prove it.
Our multi-national work for the past two years has proved that joining 'Living, Reading, Growing' project was the right choice and a really good decision. The cooperation was smooth and even if there were times of delays or little misunderstanding among the partners, nobody has given up. If this is the right place, I would like to thank Adriana, Nela, Anna, Mihaela, Corina and Udo (to mention only the coordinators - in reality a fraction of all the people involved in the project) for the time spent together, their dedication to the project and their will to help whenever I got lost. Without you, the project would never be the same.
Thank you very, very much! Pawe Sigulski, Polish Comenius Team coordinator
Karsiyaka Ilkgretim Okulu, Izmir, Turkey
THE ACTIVITIES OF TURKEY
Our activities in GERMANY Five teachers and eight students participated in the activities of Germany. The activities proposed by the hosting school were constructive and useful helping the guest students to express their attitudes and feelings: a common logo was choosen by all partners,we presented our school and country. We were amazed when we saw alot of Turkish students in the school. They helped our students so all students socialized and enjoyed together. We determined the literature subjects and the cycles of projects there. .
Our activities in ITALY Six teachers and two students participated in the activities of Italy. During 9th-14th of May 2011 the evulation meeting of cycle Accaptance Rejection took place in Urbino.The activities proposed by the hosting school were constructive and useful helping the guest students to express their attitudes and feelings: they made kites,there was a kite festival in that time, they also drew posters on the topic. The project meeting organized in Urbino sports competitions in which the students proved their skills formed by education,including reading. all students socialized and enjoyed together. We presented a literature work (pinocchio). Accaptance Rejection based on the literary works specific to this cycle.
Reading activities for Italy (Pinocchio)
Our activities n ITALY
Our activities in TURKEY In the period 23 rd -28 th of October 2011 ,the project meeting of the cycle of activities Collaboration-Competition took place in zmir. For the teachers ,the activities in which students participated ,offered lessons to be followed. .The presented represented pure models. Our literary presentation was A PIECE OF HONEYwhich was written by Aziz Nesin Our students presented a drama which was about Nasrudin Hodja.. As our project meeting cycle of activities was Collaboration-Competition We arranged tournaments. All students spend interesting and funny time during the all activities. It was a good way to use the foreign language for the students. All these works encouraged our students self confidences. We would like to introduce our culture and customs. So we arranged some trips for this. We enjoyed so much in these activities. A PIECE OF HONEY Once upon a time an old pawnbroker who lived in a city of a country.This man was very stingy and pitiless. He lent money to people and wanted them to pay interest on the money. If they didnt pay the money he took their houses or valuable things. He was very rich. One day the wife of the pawnbroker wanted to eat honey. He called his servant. He wanted him to buy some honey that was very cheap and good for his wife. He told him dont forget to haggle. The servant went to the Honeybazaar. There were a lot of sellers in this bazaar.They tried to pursuade the people to buy their honey. He haggled with the sellers to buy the cheapest honey. At the end he bought very cheap honey. While he was coming back home he saw an old woman. She requested a piece of honey for her sick grandchild from the servant.She begged for a piece of honey but the servant told her to go to the honey bazaar and buy honey.The old women said I am so poor, I cant buy it. My grand child has to eat honey to get better soon.The servant laughed at her and hiccuped .The old women got angry and cursed the servant and whoever eats honey. She said whoever eats honey will hiccup. He didnt care what she said and he ate some honey. After eating a piece of honey he started hiccuping. When he arrived home the pawn broker opened the door and asked where the honey was.The servant said here, but while saying it, he hiccuped.The master was angry
with him. He said What a shame!!, But the servant couldnt help it. Then his wife ate a piece of honey, she couldnt help it either.The pawnbroker didnt believe them so he ate the honey also. After eating the honey he started hiccuping too. They decided to ask the mayor how they could get rid of the condition. They went and asked him but he didnt believe them either. He ate the honey and he started hiccuping too. The mayor said lets go to Kad. Kad ordered people to find the old woman as soon as possible. The woman was found and Kad told her to take back the curse.The old woman said I can take back my words, but I have a requirement. Kad Zade (a chaplian-like monk) asked her What is it? The old woman wanted them to deliver a case of honey to poor people.They accepted her wish and Kad Zade thanked her and asked her what she wanted from the mean pawnbroker. She said nothing because her grand child had already died. She said .
I just want the honey to help other children READING ACTIVITIES
Theatre on A Piece Of Honey
Our Presentations; A Piece of Honey and Nasrudin Hodja
19961997 was declared International Nasrudin Year by UNESCO.
THE MIDDLE OF THE WORLD
A friend of Nasrettin Hodja asked him Dear Hodja where is middle of the world Hodja thought and answered: -Here is this point where my donkey Karakaan stands on. His friend laughed at him and said: -My dear Hodja you are talking nonsense how do you know this point is middle of the world? Hodja answered: -f you dont believe me; you measure it.
Marbling
Tournaments (Competition)
Completing a book (Collaboration)
A visit to natural living park (zoo)
A visit to Ephesus
Farewell party
In this project we enjoyed a lot We were glad to be with our partnersWe learned a lot of valauble things. We compared similarities and differences. We shared good times. We love reading and books. Our reading festival
Our activies inPOLAND

In the period 26th -30th March 2012 the evulation meeting of the cycle ' Submission-Rebellion' took place in Chorzow. The presented products were represented there. Our students represented our presentation. The activities proposed by the hosting school were constructive and valauble helping the guest students to express the attitudes and feelings: We learnt how to made easter eggs ,we also learnt writing of Japaneese letters. Our students took place in a volleyball championship, they socialized and enjoyed together.
Jiya lives in a small fishing village on the ocean shore in Japan. Her father is a fisherman. Jiya has a friend named Kino. One day Jiya went to Kinos house to visit her. Kino lives on a mountain next to the village. Kinos father is a farmer. Kinos father has a farm at the summit of the mountain. This day Jiya and Kino played games, ate something, and slept.
While the big waves were approaching the shore, they were frothing and growing white. They ascended and arrived to the coast of village. The village was covered by water and then the water withdrew.
At night, Kino woke up to the sound of the wind. Jiya was sleeping next to Kino. Kino got out of bed and she left the room silently. Kinos father was sitting in front of the windows and was looking at the sky and ocean. Suddenly they saw the waves begin to rise.
Kino and her father hugged each other and they watched the retreat of the waves. The ocean waves returned to the sea after they destroyed the village. There were no sturdy houses in the village, and now there was nothing in the village at all. Kino started to cry. Her father did not tell her to be quiet. Kino asked What will we say to Jiya when she wakes up?. Her father replied We won't say anything. We will give her a hot meal and we will revitalize her. Well make her feel as though she has a home. Kino told her father that she does not think Jiya will be happy ever again. Her father told her
One day, she will be happy again, because life is stronger than death.
that
16
When Jiya wakes up, she may think she is unable to be happy. She will cry for a long time. (REBELLION) We will leave her alone, but she can't always cry.
After a few days, she will forget her memories and she won't cry anymore. We'll leave her alone and we will live our daily lives. And soon she will cry at night. And in this time her body will renovate itself. Her brain will start to think again so she can return back to life. said Kino's father. (SUBMISSION)
She can't forget her family, Kino said. Her father replied She can't forget, of course! She shouldn't forget. How could she live like that? One day she will learn that death is a part of life. She will cry no more. The big wave came, but then it left. The sun is shining and birds are singing again. Look at the sea! The sky is blue and ocean is smooth again.
Kino told her father that she thinks this shows that they are very cruel. Her father replied "No. It's wonderful. The ocean nor sky are guilty of the storm."
Kino asked "Who was it then?" There were many things that she didn't know or understand, so in frustration she began to cry. Only her father saw her tears and only he understood Kino.
Her father answered Kino by saying that "Nobody can know the causes of storms. We only know when they are coming. We should keep ourselves calm and after it has passed, we should realize that life is very incredible. Now, everyday in the future becomes more important than the days before the disaster. We
love life because we're living with the disasters that teach us about life itself. We aren't afraid of death, because now we know that life and death will always have to be with each other."
OUR ACTIVITIES
We wrote some letters to Jiya We shared her feelings We read our letters in the class We draw some pictures about the subject We discussed the submission and rebellion
We thought it was a big SUBMISSIONWe aren't afraid of death, because we now know that life and death will always have to be with each other."
It is too hard to live without your family.
Jiya, we are so sorry for you
We are aware of this sorrow.
Atsushi Miyazaki was a doctor who came our country from Japan. There was a big earthquake in Van. Doctor Atsushi Miyazaki shared our sorrows and feelings but while he was rescuing to injured people in Van, he died. Thank you for everything.
OUR IMPRESSIONS ON PROJECT Why did we do a Comenius project? Why did we choose this project? Our school is a crowded one with about 1200 students, located in a beautiful part of zmir, the biggest city of Turkey. Our school has good equipments so we wanted to use these for our students. Reading is always very important in our school. Some activities are made every year. For instance: Our book worm club prepares a feast for the students every year. A lot of writers are called by our schools in order to give knowledges about their books. There is a reading lesson a week in the school programe. So the idea of this project has appeared by realizing that the interest of reading of the students. As we would like to increase the amount of readers. We took part in this project. We choosed this multilateral comenius partnership project which was prepared by Romanian. We need to knowledge which opens the doors. Knowlodge is power. The more we read the more we get the power. Books are the bees which carry the quickening pollen from one to another one. Good friends, good books and asleepy considence: this is the ideal. (Mark Twain). We aimed to increase of the self respect, analayzing real or imaginary cases. The project meetings scheduled to be developed at the end of each cycle of activities our cycle was Collaboration-Competetitions. The teachers and the students participated, offered lessons to be followed. The presented products represented pure models. Our students acted in a drama of Nasrettin Hodja. We spend interesting and funny time during the all activities. It was a good way to use the foreign language for the students. All these works encouraged our students self confidences. We would like to introduce our culture and customs. So we arranged some trips for this. We enjoyed so much in these activities. Our great leader Atatrks saying is Our great ideal is to raise our nation to highest standars of civilization and porsperity. So we wanted to build a cultural bridge among our partners. We realized the similarities and differences in this project.
Istituto Statale Comprensivo G. Pascoli Urbino - Italia
The Istituto Comprensivo Pascoli of Urbino consists of many schools scattered in a very large area under two different municipalities: Urbino and Petriano. The Headmasters office is in the same building of the Primary and Secondary Schools, situated in the town centre of Urbino. There are also 3 Infant Schools and 2 Primary Schools located in the environs of Urbino and 2 Infant Schools, a Primary School and a Secondary School in the area of Petriano. The peculiarity of Petriano and Gallo areas is the presence of many manufacturing facilities. The students' families came from different social levels: in Urbino they came from the middle and upper classes, while in Gallo and Petriano the most of the families are from the working class and many of them are foreigners. In the last 15 years, the presence of foreign students in the schools of this area is so increased that they are now the 37-40% of the school population. The school population consists of 272 children from the Infant School, 478 from the Primary School and 272 from the Secondary School.
Istituto Comprensivo Pascoli Cycle Àcceptance Rejection`
DICKENS A CHRISTMAS CAROL ( III A studentsdrawings )
DIFFERENT LIKE ME (class II A) The texts (poems, drawings, dialogues, chants, tales) show the uniqueness of each human being and, therefore, its diversity with respect to all others. But often, we forget that this diversity is mutual and therefore does not make sense to bring out the selfish self. Indeed, whoever accepts the other can grow, because you can take advantage of all that they can offer you to enrich your identity and, consequently, strengthen your own identity.
Amico
Amico, ti ho accolto tra le mie braccia. Abbiamo giocato al sole dellestate. Amico, la tua gioia diventata mia. E la tua storia mi fa sognare
Friend
Friend, I welcomed you into my arms. We played together in a sunny day. Friend, your joy has become mine. And your story makes me dream Danae Rizzi
Siamo come un aquilone

Ognuno di noi spesso chiuso nella propria individualit. Non vuol conoscere,capire, imparare e sentire, amare ed assaporare quello che dagli altri sarebbe interessante ascoltare. Siamo come un aquilone che impigliatosi ad un ramo, preferisce abbandonare il volo per paura di trovare un mondo troppo lontano, troppo grande, troppo strano. Dovremmo essere come una rondine che vola in tutti i cieli e vede scenari di ogni variet, senza preoccuparsi della diversit.
Clelia Cerboni-Baiardi
We are like a kite Each one of us is often closed in his own individuality. He doesnt want to know, understand, learn and feel, love and taste what interesting he can listen from the others. We are like a kite which, trapped in a branch, prefers to give up flying , being afraid of finding a too far world, too big, too strange. We should be like a swallow flying across the skies and able to see different kinds of sceneries, without worrying about diversity.
Clelia Cerboni- Baiardi
WELCOME, GO AWAY
You say yes, I say no You say stay and I say go, go, go Oh, no You say go away and I say welcome Welcome, welcome I don't know why you say go away I say welcome welcome, welcome I don't know why you say go away I say welcome Oh, no You say go away and I say welcome Welcome, welcome I don't know why you say go away I say welcome welcome, welcome I don't know why you say go away I say peace, you say war You say why, and I say I want so Oh, no You say go away and I say welcome Welcome, welcome I don't know why you say go away I say welcome Welcome, welcome I don't know why you say go away I say welcome A song adapted and written by the 5th class of Gadana Primary School Well, well welcome Well, well welcome I say welcome Welcome, welcome I don't know why you say go away I say welcome Welcome Why, why, why, why, why, why Do you say go away Go away, way, way, way, way
FROM HOTLAND AND COLDLAND TO FRIENDSHIP A MUSICAL PLAY 5th CLASS GADANA
SCENE 1
(In a library) Martina: - Hello Francesca, what are you doing here? Francesca: - Hi Martina, Id like to get a book out of the library. I love reading! Ive read lots of books. (Helding the book Anne Franks diary). Look, this book is Anne Franks diary. It tells a true story: the story of Anne, a girl who was pursued because she was jew. Martina (taking another book): - I love reading, too. Ive read The Story of Iqbal by Antonio DAddamo. Its the true story of a boy who fought to free the worker children from their slavory and thats why he was killed. Diletta: - Hello girls, you here too? I have to give back Heart. Its touching! Now I want to get out The Paal Street boys. They told me its a book about two gangs of children faithing each other. Francesca. I also like writing, I want to be a writer when I grow up. Martina: Why dont we invent a story, lets write it and then ..... who knows.... Francesca & Diletta: - Yeeeeees! Lets go home and start working!
Istituto Comprensivo Pascoli Cycle Àcceptance Rejection` (The three girls go home, sit down and start writing the story) SONG (You are not alone)
SCENE 2
IN THE COUNTRY OF DARKNESS AND COLD
Once upon a time far far away there was a truly cold country. The sunlight had never reached it. People lived in small houses made of ice. They were ungainly because they wore many clothes one on the others. Everything was covered by darkness. In the town centre was built a big school. One day teacher Icicles told her students a strange story. T. Icicles Children, do you know that there is a country with no ice or darkness, but only heat, colours, lights...? You cant imagine this: its lit by the sun! Dark Whats this thing called sun teacher? Black What are the colours teacher? Cold Whats the heat, teacher? Frozen What are the lights teacher? T Icicles The sun is yellow, it lights and warms that country. A girl named White Thats nice! How Id like to go there! White went back home. White Mummy, mummy Ive seen an incredible country ! It was all lit! It was on a book! Mother (sighing). Those are all stories. Stop your imagination, my dear. Theres only one country: ours. Now go to bed its getting late. White(thinking): - I want to get there, I want to see the sun, the light and the colours. Narrator: - The day after she talls everything to her friend Snow. The two girls decide to leave in search of that new world. They walk and walk and walk for hours untill they reach the end of a wood and there they can see for the first time a ray of light. White: - My eyes burn, Snow! Snow: - What a strange sensation! I want to take my jumper off! White: - Whats that? Snow: - What a strange country! SONG (Welcome, go away.)
SCENE 3 IN THE COUNTRY OF LIGHT AND HEAT
Narrator: - On a far far-away land there was a country of heat and light called Hotland. The country was surrounded by mountains whose rich green contrasted with the deep blue of the sea. People always wore light colours clothes. One day some children while playing found a bottle with a map inside. The map led to a strange country called Coldland. Marco: - Whats this? Carlo: - Its a bottle. Look, theres a message inside. Stella: - Lets read it! Marco: - Its a map. It leads to a far-away country called Coldland. Its the country of darkness and cold. Stella:- Whats darkness? Whats cold? Carlo: Come on. Lets go and see. Narrator: - The children start walking towards this new world. (They walk and walk. At last the children of the two different countries meet. They start looking at one another amazed.) Marco: - Who are you? Where are you from? White: - We come from a far-away country. Were here to see the sun. Stella: - Here is the sun! Look! Snow:- Its wonderful! But it burns! White: - And what about the colours? Carlo: - The meadow is green, the sky is blue, the flowers are white, red, yellow.... White: - Strange but beautiful! Stella: - Why dont we play tag? Snow and White: - Why not? (While the children are running on the meadow The Mayor comes and asks in a rough voice: Mayor: - Who are those girls? Where do they come from? White: - Im White and she is Snow. Snow: - We come from Coldland: Mayor(shouting, upset): - What??? They come from Coldland? Tell them to go away, they cant stay here. Those who come from that country are strange people, they could hurt us.
Istituto Comprensivo Pascoli Cycle Àcceptance Rejection` (the two sad and disappointed girls turn to go back home. Suddenly Carlo, Marco and Stella reach them. Stella: - Wait, were coming with you. We want to see your country! Carlo: - Will they accept us? White: - I hope so!!! (The most children walk the most it gets dark ) Marco: - I cant see anything! White: - Its because of the darkness! Stella: - Theres a strange colour! Its frightening me! Carlo: - What a strange sensation! Snow: - You are cold. Put on this jumper, youll feel better. Darkness is black and here everything is dark, but dont worry, were here to help you. (The children arrive in the town centre. The new runs from one mouth to the other and many people come to see the children. The Mayor is among them.) Mayor: - Whats your name? Where are you from? Stella: - Im Stella and these are my friends Marco and Carlo. Carlo: - We come from Hotland. Mayor (angry/scared): - Tell them to go away! They will infect our country! (towards the foreigners) Get out!!! Marco: - Why? Its not fair! Stella: - Lets go away, all together! White: - No. We have to manage so that our countries become friends. Snow: - Ive got an idea! Lets do the two Mayors meet! Marco: - And then we will persuade them to become friends. For we want to live together. Carlo: - Nice idea! Lets write a letter to both the Mayors but lets not sign it with our names. Let them meet and then... (The children write the letters) 1st Mayor: - I have to meet some important people. I wander what they want. 2nd Mayor: - I have an important meeting. I must go! (The two Mayors go to the appointment but they ignore the true motivation for it) There they find the children ready to ask their requests White: - Hello! We are the children of Coldland and Hotland. We want you to be here because we wish no more hostility between the two countries of ours.
Istituto Comprensivo Pascoli Cycle Àcceptance Rejection` 1st Mayor: Its impossible! The two countries are too different and my country Hotland is happy this way. 2nd Mayor: - In my country, too. We have lived together well till now without strangers, so that I dont want to change my habits and my rules. 1st Mayor: - So children, go back your own home and your own habits. 2nd Mayor: - Forget this experience if you want to be more quiet. Stella; - I dont want to forget my friends! Marco: - I want to play freely with them. Snow: - I want to be free of going to the country of light, look at the sun and be hot. White: - I want to see the blue of the sky and of the sea. Meanwhile other children arrive in town Andrea: I am Andrea, I was born in Coldland and I want to see the colours, too. Light: - My name is light. I was born in Hotland and Id like to see the darkness. Sara: - Im Sara and I was born in Coldland, I want to try the cold. Maria: - Im Maria. I was born in Hotland and Id like to try the hot. Other child: - As you can see we are different but we have the same needs. We want to try different things and meet different people. We just need a game, a laugh to become friends. Other child: - Look deep in your heart, you can find the child inside you, even if it has been covered by sand and snow. The two Mayor are surprised and shake their hands. 1st Mayor: - These children have been persuading. 2nd Mayor: - Yes, they have let us understand many important things. Since now our countries will be open to everybody. The two countries will finally join and all the people for the first time can admire the sunlight, the mistery darkness of the night and the wonderful colours of the sunrise and the sunset. Other child: - How wonderful is the sun! Other child: - How mysterious is the night! Other child: - The sunset is magic!
SONG (Here comes the sun) THE END
Istituto Comprensivo Pascoli Cycle `Collaboration - Competition`
ALL ON STAGE (CLASS II A)

The text puts into evidence the collaboration inside a group of students who are going to put on stage a theatre play
IN THE STAFF ROOM Im Alessandro Monfalconi, Im the Drama teacher in Second A.
Those adorable children! Im their Literature teacher.
My children! Im Elvezia Farinelli, but everyone calls me Elvi.
What a phoney!
Id like to introduce Alessandro. Hes a very good teacher. He will help you to stage a play.
The first step is to identify with the characters when you are at home and when you are at school.
This process will allow you to get to know yourselves better and improve. This is the main purpose of our project. The performance will take place at the end of the year.
You will play the tale of the Three little pigs, while you
This teacher seems nice, but he makes us do things as if we were children: fairy tales!
Im getting bored!
I will be Tommy, the most rational pig.
I will be Timmy, the laziest pig.
Then, I will be Jimmy, the most precise pig.
I will be the wolf!
Im just getting into the part
Antonio, are you crazy? Are you really tidying up the desk?!
Hey bully! Then today you are going to pay for drinks! Alcoholic drinks, of course!
Cant we do that tomorrow?
DANIELE NEEDS MONEY
Putting things off is something that skunks do!
What are you doing?
Im looking for a pen.
I didnt think it was so costly to be part of the Black Hole group
DANIELE STEALS BEATRICES WATCH
Its sto you wa len B who h t mo ch an eatric ave ney d C e s ! ate rin a s
You cannot fight in my school!
No ca w I ll y m ou goi r p ng ar en to ts .
UNEXPECTEDLY THE NEXT DAY THE KIDS WHO HAD FORGIVEN DANIELE GO TO HIS PLACE TO FIND A WAY TO DEFEAT THE BLACK HOLE, THE BULLYBOY GANG.
THE NEXT DAY
That geek! Hes fighting with skunks!
Yeeeessss
Attack!
United we stand, divided we fall!
Frie n all o dship o bsta v cles ercome ! s
Istituto Comprensivo Pascoli Cycle `Submission - Rebellion`
The story: `Marcovaldo` by I. Calvino

Marcovaldo lives in a big city and works in a factory. He is poor, he has to support a big family on his low salary. He finds himself in a reality which is completely different from the rural background. He comes from where he got his habits and values, he has trouble dealing with everyday situations, he is nave, he always comes out defeated, because he must come to terms with the rules and lifestyles of a mass society that he cant understand. Nevertheless Marcovaldo doesnt give up, he keeps trying to be himself but social conditions make it impossible.
MARCOVALDO: MUSHROOMS IN TOWN
Istituto Comprensivo Pascoli THE IMPORTANCE OF BEING A READER Advertisement slogans Reading championship (class II a)
From the project At school with art Why reading?

The techniques used for the production of pictures and advertisment slogans have been acquired by the students in the project At school with art which concerns the class A every year in collaboration with the Liceo Artistico- Scuola del Libro in Urbino.
I READ SO I AM: reading contributes to the formation of the person
Letizia
READING OPENS YOUR MIND: an open window to make your thoughts, your emotions, the colours of the others enter. An open window to colour your own identity
Clelia
READING IN ORDER TO LEARN TO GROW
READING TO WATCH THE WORLD
READING TO FLY WITH THE WINGS OF FANTASY
Picture drawn by Stella Fucili
Picture drawn by Clelia Cerboni Baiardi
These pictures refer to some books students have read for a School Reading Championship
SCHULE AM SCHILLERPARK, BERLIN
The Schule am Schillerpark is a very young school which was founded in 2010 as a result of a reformation of the Berlin educational system. Three schools were put together: Oberschule am Brunnenplatz, Hans-Bredow-Oberschule and Winkelried-Oberschule. Our school is situated in the central part of Berlin. In our school there work about 90 teachers and 6 social workers and approximately 900 students learn here. 80% of our students have non-German origins, they come from about 20 different countries, many of them from south of Europe, from Turkey or from the Arab world. One of the most important aims of our school is to create an atmosphere of tolerance and peace. We want to encourage our students to reach a high level of education and find their place in the society.
Schule am Schillerpark Cycle 'Acceptance - Rejection'
The book: `HARRY POTTER AND THE PHILOSOPHERS STONE` by Joanne K. Rowling
As our first book to read we have chosen the first part of the Harry-Potter-series to work with a best-seller and to find the easiest way to encourage our students to read. We thought that book might be the best start and it worked out extremely well. Harrys role as an outsider on the one hand and as hero on the other hand gave a good possibility for identification for the students. While discussing about the book the students choose a scene which showed extremely clear the rejection of the main hero. In the following the students transferred the scene in their own lives and experiences and wrote two contrasting scenes about their school which they played as actor themselves (see DVD).
First scene
In the classroom The first lesson has just started, mathematics. The students are on their places and look to the teacher who writes something on the blackboard. It knocks on the door. All students and the teacher turn to the door.
TEACHER:
Come in. Marcel comes in, some students are laughing.
FIRST STUDENT: MARCEL: TEACHER:
(groaning) Oh no. Its him again. Sorry that I am late. I have missed my bus. That is the second time this week. I think I should phone your parents again.
MARCEL:
(stammers) I have really missed my bus.
SECOND STUDENT: (giggling) Of course, (the same procedure) as every morning. TEACHER: (strict) We dont have time for excuses. Sit down!
Teacher turns to the blackboard and continues writing. Marcel goes to the first empty place, the first student puts his bag on the chair. Marcel goes to the next empty place, the second student pulls back the empty chair and puts his foot on it. Teacher turns around.
TEACHER:
I told you to sit down. Do I really have to write something in the class register?
The other students are laughing. Marcel sits down in the first row next to the third student who tries to occupy as much space on the table as possible. Marcel takes out his books. The teacher turns round again and continues writing. The other students throw pieces of paper at Marcel.
MARCEL: TEACHER:
Stop it! The teacher turns round to Marcel again and starts shouting. I am going to be fed up with your behaviour. First you are late and then you disturb the lesson. ... Why do you have all the rubbish around your place? You are going to clean the complete room after the lessons. Did you get that? but that wasnt me. The others did it. Its getting even better. Now you want to discuss with me. If you are not quiet right now I will give you a punishment. (to the whole class) Now go together in pairs and do an exercise with the worksheets I will hand out right now.
MARCEL: TEACHER:
Students go together in pairs. The third student stands up and goes to another student. Marcel looks around and is sad and helpless.
TEACHER:
(to one student) Please hand out the worksheets.
Student hands out the worksheets, Marcel goes to the teacher, stands behind her and waits. Teacher turns round. Whats the matter again? Why dont you work? Miss Steinbock, I dont have a partner. Okay, sit down and copy what I have written on the blackboard.
TEACHER: MARCEL: TEACHER:
Marcel goes to his place, the other students are smiling and laughing. The other students work together while Marcel copies what the teacher wrote on the blackboard. The teacher walks through the class. The bell rings and the lesson is over The students jump up and run out of the room. One student sweeps Marcels books from
the table. Marcel picks it up again. A second student beats Marcel on the back of his head. The teacher realizes it but turns round and says nothing. The third and fourth student take something out of Marcels bag and hide it somewhere in the classroom.
Second scene
In the classroom The first lesson has just started, mathematics. The students are on their places and look to the teacher who writes something on the blackboard. It knocks on the door. All students go on working, nobody turns round.
TEACHER: MARCEL:
(turns to the door) Come in! (comes inside the room) I am sorry that I am late but I have missed the bus. (concerned) It is the second time this week. Thats not your behaviour. Is everything all right?
TEACHER:
MARCEL: TEACHER:
(shy) Yes, it is. I have really only missed the bus. (friendly) Please sit down quickly. We have already started.
Teacher turns round to the blackboard and goes on writing. Marcel goes to the table of the
first student. Second student waves to Marcel and gives him a sign to sit next to him. First student takes quickly his bag from the chair so that Marcel can sit down. The second student looks disappointed.
FIRST STUDENT: TEACHER:
(whispers to Marcel) We have to copy that from the blackboard. (turns round) Fine, you are ready to work now. Then we can start. Please sit together in pairs. We will do an exercise first. Students go together in pairs. Second student looks around and raises his hand.
TEACHER:
(to Marcel) Please hand out the worksheets. Marcel hands out the worksheets.
TEACHER:
(to the second student) Do you have a question?
SECOND STUDENT: I have no partner. Should I work alone or can I work together with Marcel and Maria? TEACHER: (thinks a minute) Yes, you can. You can work in a group of three.
Second students goes to Marcel and the first student and they work together. All other students work in pairs, the teacher walks around and checks the work of the students. The bell rings. All students put slowly their books in their bags. Marcels pencil case falls down. Third student picks it up and gives it back to Marcel.
THIRD STUDENT: Here, you dropped it. MARCEL: Thank you.
THIRD STUDENT: Would you like to come to the cafeteria? MARCEL: (looks for something in his bag) Yes, actually I wanted to buy a sandwich, but I left my money at home. THIRD STUDENT: Sorry, but I have only 2 Euros myself. FIRST STUDENT: Dont worry, I can lend you some money. Lets hurry up to get to the cafeteria otherwise we will have to queue that long. All students leave the classroom.
Schule am Schillerpark Cycle `Collaboration - Competition`
The book: `HOLES` by Louis Sacher

Our second book was about a boy who learns that competition is important in life but that you can only be successful when you cooperate. Stanley Yelnats is kept in Camp Green Lake where boys are sent when they came in conflict with the law. They have to dig holes every day. On his family there is a curse because of his great-great-grandfather who broke a promise to Mrs Zeroni and since that time his family has always had bad luck. Stanley breaks this curse when he escapes from the camp and survives because of his cooperation with Zero the great-great-grandson of Mrs Zeroni. Both boys learn that surviving is only possible when they help each other. Our students soon developed the idea that they wanted to create a game which includes both cooperation and competition. So they decided to play in teams against other teams. The basic idea is: you can only be the winner within a team and the weakest part of the team must be strengthened to win in the end. The result is an interesting game with a mixture of luck and knowledge where holes play an important role. Holes the game Rules of the game The game is played in teams of two players but every player gets his/her own piece. The pieces of every team have the same colour. Both players of a team can count together their gold nuggets and answer the questions together.
Start To start the match you have to throw the dice AND have a six. To get into the game you have three attempts per round. When you are in the match you move forward according to the number of points your dice shows. Aim of the game
The winner is who reaches the treasure chest TOGETHER with the partner.
Action of the game On the board there are different fields, which you should pass or sometimes better avoid: Holes (round fields): When you fall into one of the holes you must take one of the action cards. Fields with a black number: on these fields you can collect gold nuggets. You can see on the field how many nuggets you get (e.g. +2 means that you get two gold nuggets). Fields with a red number: on these fields you have to give back gold nuggets. (e.g. -2 means you have to give back two gold nuggets). If you dont have the required number of gold nuggets you have to go back to the start and start the game again. Gold hole (Goldgrube): When you get to the gold hole you have to wait for your game partner and give back 10 gold nuggets. If the team has not enough nuggets, ONE of the two players of the team goes back to the start. Question fields: After the team has paid the gold nuggets, it has to answer three questions. The team partners can help each other. If one of the answers is wrong the
team has to wait fort the next round to answer three more questions.
Questions (two examples) Which two countries do NOT belong to the European Union? Portugal, France, the Netherlands, Norway, Finland, Switzerland, Austria How many metres are 5 feet? a) 2,575 m b) 5,275 m c) 1,524 m
correct answer: Norway and Switzerland
correct answer: c) 1,524 m
Action cards When you fall into a hole you have to take an action card and follow the instructions on the card. Some cards contain the request to play another game. The instructions for these action games can be found on separate sheets.
Joker stones If you take the action card joker stone, you can take one of the joker stones out of the treasure bag (with closed eyes). If you get a gold nugget you are lucky otherwise you just have a stone.
Instructions for action cards Peter and Paul All players are sitting in a circle. We number off: The first players name is Peter, the name of the second Paul, the other players get numbers : one, two, three up to the number of players taking part in the game. Then the group exercises the rhythm of the game: first all clap with both hands on the thigh, then once in the hands, then all snap with the left hand and then
with the right hand. Then the rhythm is started again. When all have the right rhythm the text is added: during the snapping two numbers are said: during the first snap the number of the player who plays, during the second snap the number of the player who will be next. E.g.: Clap on the tights, snap and say one, snap and say four: number one makes the announcement, number four will be the next. And it goes on this way The aim of the game is that all manage the task. Peter and Paul can try to disturb the group but they may only start when all players are more or less coordinated.
The Kangaroo-game All players are standing in a circle. For the game three players have to cooperate. One person is in the centre and points at one of the players and gives a command. The player and his/her two neighbours has to fulfil the task given without mistake. If theres a mistake the player who did it has to go into the centre of the circle. The commands:
Toaster The person pointed at is the toast and jumps up and the neighbours keep their arms up and form the toaster.
Washing machine The person pointed at moves the head like a moving washing machine, the neighbours form a rectangle to imitate the body of the machine.
Kangaroo The person pointed at forms the bag of the kangaroo with his/her two arms, the neighbours are baby-kangaroos and have to puke (spit) into the bag.
Elephant The person pointed at forms a trunk and shouts Tr, the neighbours form the big ears of the elephant with their arms.
Mixer The person pointed at holds the arms on both sides above his/her neighbours head who turn around as if they were the mixers.
The apes Nothing see, nothing hear and nothing say. The left person holds the hands in front of the eyes, the person pointed at hold the hands in front of the ears and the person on the right holds the hands in front of the mouth.
Palm-tree The person pointed at plays the stem of the palmtree, the neighbours play the palm leafs and wave their arms.
Duck The person pointed at forms a beak of a duck, the neighbours waggle with their bottom.
Microwave All three players take their hands up in front of them (the flat of the hands upwards) and say Pling.
Michael Ballack (football star)
The person pointed at kicks the ball into the net. The two others cheer the goal.
Band The person pointed at shakes the head to the left, to the right, forwards and backwards so that the hair is waving. The two neighbours play the guitars.
Kebap restaurant The person pointed at is the kebap and turns around all the time. The left neighbour fixes the kebap and puts the finger on his/her head. The right neighbour is the knife and cuts parts from
the kebap. Bicycle The neighbours form the pedals and imitate with their hands the movement of the pedals, the person pointed at looks left and right with the head up and says ring, ring, ring.
Roundabout The chairs are placed in a circle as close to each other as possible without a gap. The players are standing on the chairs and have to fulfil several tasks. First they have to find the right position according to their birthday, starting with the earliest day in the year, then they have to place according to the alphabetical order of their surnames or first names. Nobody should step down from the chairs and all should help each other.
House, tree, dog Teams of two players draw on a piece of paper a house, a tree and a dog without talking to each other. The paintings are presented to the group with the applause of all players.
Airport We are on an airport. The players are sitting in two rows, one row opposite to the other. The small way between the two rows is the runway. It is foggy and stormy. Because of the storm several items can be found on the runway. For every game two volunteers are needed. One is the pilot of the plane and stands at the
beginning of the runway and the other is the flight controller and stands at the end of the runway. The aim of the game is to land the plane without damage that means to avoid to touch something on the runway while landing. But two facts make it even more difficult: because of the fog the pilot cant see anything, so the eyes of the pilot are covered and because of the storm the radio connection is only possible from one side: the pilot can hear the flight controller but he cant speak himself. The items on the runway are changed after every round so that the problems are always different for the landing plane. Items on the runway could be books, keys, bottles etc.
Tilt the chair All chairs are placed in a circle, as many chairs as players. The players are standing behind a chair and tilt the chair backwards. On the command of the supervisor all go left and grab the neighbours chair. All chairs must be kept tilted and are not allowed to stand completely on the ground. Then all move to the right, to the left, to the right again and so on. The speed of the movement can be varied or every second chair can be taken. All help each other and try to solve the task as a group.
Blind picture Every team gets 10 matches. One person from team 1 forms a picture with the matches. One player of the other team(s) sees the picture and describes his/her partners who cant see the picture how they have to put the matches so that the same picture is formed. They are not allowed to ask any questions, only the person who describes is allowed to speak. Do all manage to fulfil the task?
Schule am Schillerpark Cycle ` Submission - Rebellion`
The books: ÀLICIA GOES TO TOWN` by Klaus Kordon

In the third period of our project our students could choose between two books. The book Alicia goes to town written by Klaus Kordon contains seven short stories from different countries. In the focus of all stories are children or youngsters who live under difficult, partly inhuman circumstances and try to survive and make brave decisions. Blind Suriaki from Indonesia has to decide between a healing eye operation in Europe and her family. Alicia leaves the slums of Rio and at the same time her brother. She goes to town because she hopes for a better life and believes in a strange photographer who promises her a lot of money for a photo novel. Ahmet is still a child but he already experiences the second war in his life. On his escape he tries everything that he and his comrades survive. In the process of the discussion about the book the students choose some of the stories. They were looking for background information about the life of the Aborigine boy Mura and to Nguyen, a Vietnamese boy living in Berlin, wrote reports and put them together in a news broadcast: the daily news from Berlin. (see DVD)
ÀISHA OR THE SUN OF LIFE` by Federica de Cesco

The main character of Federica de Cescos book is Aisha. Aisha is an Algerian girl whose family immigrated to France. The book plays in 1985 in a suburb of Paris. Aisha's family lives very traditionally and is very religious. Aisha goes to a college but she is an outsider because she wears a headscarf and very traditional Muslim clothes and her parents do not accept any contacts to other students of her class. Aisha does not like the way of her life, she would like to wear modern clothes and go out with her class-mates. But she accepts silently how she is treated and how she has to live. One day she meets Kim, a Vietnamese boy and she falls in love with him. Now she gets into a deep conflict. She has to decide between the love to her family, the tradition of her religion, a life in dependence without any freedom and her love to Kim. Love and freedom succeeds: She knocks down her violent brother Said and escapes to a free life with Kim in love. She does not want to live any longer without the sun of life.
SCRIPT OF THE DAILY NEWS FROM BERLIN (EXTRACT)
Good evening, ladies and gentlemen, here are the daily news from Berlin presented by Fabian Dinica and the reporters from the Berlin Comenius group.
Forced power against women (Part I) There are two forms of forced power against women: First psychic forced power, which means women are forced to do things they dont like. Simply said women are handled like the property of a man. This can lead to heavy mental problems. The basis for this kind of forced power are the circumstances in the societies. Often the economic power is in the hands of men which makes the women completely dependent.
Forced power against women (Part II) The second form is physical punishment. Here the women are injured when they are beaten, the nails are pulled out or they are sexually misused. In many countries women are not protected by the law at all. The worst form of physical forced power is the female genital mutilation. Parts of the female sexual organs are cut out. People all over the world fight against this terrible form of violence.
Native Australians The history of the Aborigines after the white people came to Australia is a history full of suppression, racism and crimes against humanity. People were killed, other had to work as slaves and lots died because of illnesses brought to Australia by the white people. The Australian Bureau of statistics reports that the number of Aborigines went down from 300.000 in 1780 to 60.000 in 1920. In the 20th century the biggest crime took place. Aborigine children were taken from their families and given to white families, a forced adoption. 20% of all Aborigine children were effected. To remember that crime The National Sorry Day is an official Australian bank holiday today. Today Aborigines are still in an oppressed position: they live on the bottom of the social scale, get less wage, are often unemployed and the crime rate among them is very high also because of their often hopeless situation. By many white Australians they are still considered as second class members of the Australian society.
''Mura's Revenge'' by Klaus Kordon Mura is an Aborigine boy and he is a good example that Aborigines are treated like shit. He lives together with his mother and his uncle in a hat. She works as a cleaning woman in a hotel. When a customer complains about her the manager of the hotel uses his chance and throws her out. He doesnt like Aborigines. As Aborigines have no real rights at court Mura decides to take revenge on the manager for his mother. He plans to steel something from the manager. But the boys are detected and the manager kills Muras best friend. Mura runs home and his mother first wants to go to the police. But they realize that nobody will believe them and that her only chance is to escape to an Aborigine reservation to start a new life.
Violence against women What is a forced marriage? Forced marriage means that two people get married without the consent of one or both partners or against the explicit will of one or both partners. Forced marriages can be found in many traditional societies and in a lot of religions on nearly all continents. In most countries the legal age for getting married is at least 15, in Germany 16. Often the girls or boys concerned agree under the pressure of their families as a negative answer would not be accepted by their families anyway. Even in a modern and democratic country like Germany forced marriages take place in a large number every year.
Xenophobia Xenophobia is a different word for hostility against foreigners. Often strange sides of other people are rejected. Often this is combined with fear of everything unknown or simply a fear of loosing the job. Often strange people are also made responsible for the personal negative situation although they cant be blamed for it. The rejection can often be found against complete real or supposed social groups such as religious groups (Muslim or Jewish people), economic groups (people who are on social welfare), cultural or ethnic groups. Xenophobia is
still a real problem in Germany and it should be fought against every day. ''In prison'' by Klaus Kordon Nguyen is a Vietnamese boy who lives in a special house for foreign refugees in the eastern part of Berlin. This house is the only place where his parents feel safe as they fear xenophobic attacks. But Nguyen is fed up with staying at home and seeing the same faces all the time. He feels imprisoned. He loves to walk in the morning, that is the time when he feels free. One Saturday afternoon he uses the city train. There he meets a group of drunk football hooligans who abuse him. As he doesnt react they get more aggressive and beat him. They get more and more aggressive .
News from the world of the stars Stars often die too early. Michael Jackson, the King of Pop, died at the age of 50 because his doctor gave him an overdose medicine. Another example is Amy Winehouse. She died at the age of 27 because of too much drugs and alcohol. So you see the life of a star is very interesting, but very dangerous, too.
Sport news Soccer: Mesut zil has been elected to the footballer of the year. He will be awarded the price before the friendly match Germany versus France tomorrow in Bremen. Formula 1: Sebastian Vettel, twice Formula One - world champion has expressed his understanding for the early resign of Magdalena Neuner at the age of 25. He also said he will go on driving for a long time as he loves to be in the cockpit. Boxing: Vitali Klitschko is looking forward to his next fight against Jean-Marc Mormeck. He wants to gain his 50th knock-out-win.
The weather forecast In the morning the weather will be rather sunny, in the afternoon it will be cloudy and during the night there will be rain all over the country. I have never seen such a weather before! These were the breaking news for today. Have a nice evening. We will be back at 10 pm. Good night.
Schule am Schillerpark QUOTATIONS OF OUR STUDENTS REFLECTING ON THE PROJECT Reading this book is so much fun, that I not only start reading it at school, but also in my leisure time. I normally prefer to watch TV but since I started reading Im less addicted to the television. The book is so thrilling, that I want to read every minute, just to know how the story is going on. Although reading never was interesting to me, now I really, really find it fun. I dont understand any longer why I firstly refused to read! I always thought reading would be terrible. In the Comenius project I learnt that reading can be much fun if you take the right books. During the project my English has very much improved. I never thought I really would be able to talk to people. The only books I read in my life (and the only ones, I read until the end) were the books of the Comenius project. I got a lot of courage and self-confidence taking part in the Comenius project. I learnt much about democracy.
GRUPUL COLAR DUMETI, IAI COUNTY, ROMANIA
We are a rural school in Dumesti, near the biggest city in north-east of Romania, Iasi, a beautiful university town with a lot of touristic and historical places. Several big Romanian writers lived here. Now there is no big industrial activity in the area because the factories have been disbanded one by one, so there are not many jobs in the area. In our school are studying almost 500 students aged between 7 and 16 years, from primary to lower high school. There are well-equipped laboratories of science, biology and computer room in the school, also a documentary center with all equipment and library books. Dumesti is a large village with about 4500 inhabitants, many of them go abroad in search of better paid jobs for a better standard of living for their families. Many of ours activities aimed at keeping students in school and encouraging them to continue their studies. Students and local community must became aware of the importance of knowledge in their lives. We need education, creativity, information, communication, love, friends, family, peace to grow up and became strong and healthy personalities. The project helps children with similar problems to communicate and understand the importance of education, learn more about other countries culture, customs and traditions of each partner. So do we, as teachers, we gain new knowledge and experience, then we will use them in the interest of our students.
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OBJECTIVES AND STRATEGIES

Increasing the number of lectures to read per semester ( book presentations, reading times, case study); Increase student`s interest on a certain topic (drama by drawing comics, or they can change story by adding, changing, or rejection); The development of positive attitudes by reading stories (learning songs, playing roles, conducting photo albums, posters); Assimilations of knowledge about the culture of other countries (presentations by all partners involved in the project summaries of readings from the study of national literature); The presentation of the project`s product through comic books, short stories about resolving common social cases seen at all project partners; Socialization (creation of a virtual community where students are involved in exchanges of views, impressions through the internet).
RESULTS AND EXPECTATIONS
ACCEPT. REJECT
OUR ACTIVITIES:
1. Donate a book and see Salt in food 2.Salt in food drama 3. Comics books for Salt in food 4. The story of a lazy man - debate with 7-th grade 5. Literary contest 6. The story of a lazy student- a drama created by a student of 7-th grade 7. Activities evaluation
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The dramatization of a literary work SALT IN FOOD was a special activity prepared with great love and excitement by the students of 3rd grade. Them, under the guidance of teacher Mr Ion Sofron staged Salt in food and with great joy played the roles. The students were dressed as characters from the story. King girls wore national costumes, and the boys wore crowns had like kings. They manufactured parts of costumes. This activity was attended by parents and other guests. Finally, the actors were applauded , have received awards, diplomas and appreciations for their wonderful interpretation.
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Another activity of this project was organized by the 6-th grade pupils who made cartoons for the story Salt in foods. Of all pictures with scenes of this story, 4-th grade choose two albums, that have been most successful.
The 7th grade debate and discussion on the opera The story of a lazy man started with two concepts: Accept and Reject. The children were asked to give examples of
representative people in their community, but also negative examples. Then they explained the two terms, helped by a dictionary of synonyms. We chose to study The story of a lazy man by Ion Creanga. The students was divided into four teams and using the quadrants method each team had to solve one requirement. Through this competition we wanted to highlight the phenomenon of acceptance and rejection by the Romanian literary work Salt in food and The story of a lazy man. The competition involves students of primary school. They were divided into five groups with funny names like: the braves, the curious, the savages We mention that the students of tenth grade were the organizers .Under the supervision of the committee members they played the role of mature people, to make decisions for a
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group of young children, without teachers intervention, to see their impact and how to act in certain situations, in our case acceptance rejection theme. The whole activity was developed in a friendly atmosphere, very well organized, each time was calculated in advance by the 10th grade. They have shown true qualities of organization and competitive, and they have integrated without problems into a group with students of different ages and classes, socializing with them. The winning team was The curious, but all children received nice prizes. We took photos with all participants.
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The sketch The story of a lazy student created by the seventh grade students was just to
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illustrate the connection between literature ( The story of a lazy man) and real life. Just like in the story, when the villagers tried to help his neighbor to cure his laziness, students tried to help his classmate to become an excellent student but the attempts have failed because the lazy student prefer to die rather than to learn. The class must save himself and exclude the sloth which is a bad example for other students.
EVALUATION
At the end of this cycle of activity was applied a questionnaire containing 7 questions, to see the impact on students.
1. What were the activities with your class in the Comenius project "Living, Reading, Growing? 2. What did you like the most from you have done? 3. Tell us where have you heard about acceptance or rejection in the lectures you have read for this project. 4. Do you know any examples of rejected pupils from your class? Can you help them getting over that feeling? How? 5. What kind of lectures became interesting in your opinion after developing the activities within this project? 6. Tell something you have learned from a character after reading a lecture or a book this semester. 7. What improvements or new ideas could you bring to this project?
At the first question, the pupils have enumerated the developed activities About the second question, the students loved the idea of finding another end and the adapting the story in the modern times. Also, they appreciated the sketch of the pupils from the 3rd and 5th grade. At the 3rd question, they have given many examples of the literary work where you can find acceptance rejection situations, most important being The happy prince, A lost letter, The hatchet, The young sheep, Memories from the childhood, Mr. Goe etc. At the question about examples of rejected students, they didnt give names, but they have mentioned that there are some cases. For the integration of this pupils, they gave a
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few suggestions about helping them: discussing, involving them in their games and activities, explaining some misunderstood things and giving them responsibilities. Further, the students have enumerated types of the literary work they want to read, like kids novels, romance, SF story, magazines and news paper. Form the lectures that they have read, the students have learned from the characters some sayings like: help the others, never say never, never give up, follow your dreams, life is beautiful, dont say its over etc. As ideas for future themes of the project, the students have considered that will be welcome some different contests, sketches, discussions about the lectures they have read, trips and travels, artistic programs, free air activities, parade of the characters.
COLABORATION. COMPETITION
ACTIVITIES
1. Painting traditional eggs introducing our new Comenius theme. 2. Little surprise for the partners Literary meeting contest and debate 3. Collaboration Competition in sportive games 4. I alone or with the others? - English class activity 5. Comenius Rainbow colors and Comenius images in the school yard. 6. TheBook - a traveler through time -Literary contest in The Central Library Botosani 7. The Story of Harap-Alb literary contest. 8. Activities evaluation The Easter was close , so we organized a traditional activity for introducing the new Comenius theme :Collaboration Competition. The 8-th and the 10-th grades have participated, also the teachers colleagues and the parents. During the painting and the discussions we have seen also the movies for the literary stories of the theme. The prices and diplomas have ended our successful activity.
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When we returned home from Italy, because we enjoyed the visit, to keep our partners close to us and to really feel them participating to our school activitieswe prepared the short story at the literary meeting . Work shop The 10-th grade organized and created the scene under the guidance of Teacher Moldoveanu Mihaela ,Teacher Gheorghiu Corina and Teacher Tesu Adrian.
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After the work shop of the 10-th grade students, we continued with the literary meeting of the 4-th and 5-th grade pupils. Collaborating with the Librarian Cocoveica Laura , we have discussed the two stories of our Comenius theme: The Story of Harap-Alb Praslea the Brave and the Golden Apples The pupils completed the questionnaire we gave them and invited others pupils to join us, in the Comenius Space we have created in the school yard.
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This activity was proposed and guided by Teacher Tesu Adrian with the participation of the 8-th B grade pupils witch formed teams for the contest and also competing two by two. Expectations: the students to collaborate and compete between them. All the contest was organised on the school back Yard.
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Another activity of the project, during the English class, Teacher Buzila Mirela under the title Communication and social abilities, the 7-th grade pupils talked about the meaning of the Collaboration and Competition words, they identified situations and places where we can find those words, also the pupils illustrated the activity with drawings inspired by the stories of the Comenius theme. The Comenius Rainbow-Color and Image through Childrens Eyes The third and fourth grade students participated at the activity, which took place in the schoolyard and on the sidewalks around the school buildings, during the English classes. The students used color chalk, cardboard and colored sticker to illustrate scenes and moments from the proposed work: The Brave Praslea and The Golden Apples. They were supervised and guided by the two teachers , Maria-Corina Gheorghiu and Iuliana Dorneanu, also were invited Mrs. Director Ana Dorneanu and Mrs. Librarian Laura Cocoveica.
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The students were encouraged to express their opinions and ideas about the discussed topic. At the end of activity were selected the most interesting ideas and opinions which, along with the artistic drawings have been awarded. The students also received a worksheet with references to the text. On the worksheets, students wrote their opinions about the activity and the importance of reading in our lives. The purpose of the activity was to enrich students knowledge, to encourage and stimulate their imagination and artistic skills. The fifth grade students participated at the activity, which took place in the schoolyard and on the sidewalks around the school buildings, during the English classes. The students used color chalk, cardboard and colored sticker to illustrate scenes and moments from the proposed works: The Brave Praslea and The Golden Apples and The Story of White-Moor. They were supervised and guided by the two teachers, Maria-Corina Gheorghiu and Iuliana Dorneanu, and also were invited Mrs. Director Ana Dorneanu and Mrs. Librarian Laura Cocoveica. The students were encouraged to express their opinions and ideas about the discussed topic. At the end of activity were selected the most interesting ideas and opinions which, along with the artistic drawings have been awarded. The students also received a worksheet with references to the text. On the worksheets, students wrote their opinions about the activity and the importance of reading in our lives.
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The purpose of the activity was to enrich students knowledge, to practice their ability to communicate in English, to encourage and stimulate their imagination and ability to analyze and think critically, but also their artistic skills.
Grupul colar Dumeti

The activity took place in the reading room of the County Library "Mihai Eminescu" in Botosani, during the trip made to Ipotesti. Activity duration was 60 minutes, and its purpose was to increase interest in reading and changing for the better childrens vision about reading. The forty students from SAM Dumesti and Liteni School have arrived at the library in Botosani and Mrs. responsible for loans from the reading room students spoke about the importance of reading, writing, and how benefit may be attending a library.
This activity has
been trained with
the
7- th
grade students from SAM Dumesti . Its
purpose was to increase students interest in reading and their learning motivation. The duration of the activity was approximately one hour. At this activity the students were guided by teacher Mrs. Roxana Tar.
Being a knowledge-building lesson, the "Harap-Alb Story" , being studied at Romanian classes, students had to response to a questionnaire of reading, which contained twenty questions. The students proved that they know the proposed works. The second sequence of the lesson involves
Grupul colar Dumeti

students working in teams by 4-5 students. Each team will have to solve certain
requirements based on a fragment of the studied tale. This fragment was read by a student. The requirements can include: summarizing the tale, making characterization of the main character, etc.. Each team will designate a leader to read the answers. We also discussed the role of Harap-Alb, to fulfill its mission, but also about the importance of competition between the characters. At the end of the lesson they have expressed their opinions. After this cycle of our project, the interest for reading and libraries of our pupils , shown us a positive result.The students interest for libraries is grown, they also manifested wishes such as :organizing more literary activities . They enjoyed also the sport competition and the visit to The County Library Mihai Eminescu , we received appreciations for the originality of our work. The questionnaires we applied shown us that the pupils have read the Comenius stories and they give real examples of resemblance with characters of our community. The originality and diversity of the activities influenced also the students to participate and to read more.
SUBMISSION. REBELLION
For the last abroad mobility , in Poland, we choose to approach our theme in a modern and different way from the past activities in this project. The proposed themes war Rapunzel and The mother in law with three daughters in law Ion Creanga, with a debate Rebellion in our lives or better submission? under the guidance of the VI-th grade pupils and Teacher Iuliana Dorneanu. Teacher Cristina Gheorghiu and the pupils of the II-nd and III-th class proposed a drama inspired from The mother in law with three daughters in law with traditional songs and dance. Considering that Living.Reading.Growing was our schools first Comenius experience we observed a new and increased interest of our students in reading, library and books. Also we war lucky to have some wonderful partners in the project with marvelous countries and places to see. Thank you all for this experience we lived together and good luck!
Grupul colar Dumeti
SUMMARY
The Multilateral Comenius Partnership Living, Reading, Growing .....................22 coala General Sf. Nicolae Trgu-Jiu, Romania, ............ 4 - Cycle Àcceptance-Rejection` ................................................................................. 5 - Cycle 'Collaboration-Competition' ......................................................................... 13 - Cycle `Submission - Rebellion` .............................................................................. 17 - Opinions about the project ...................................................................................... 24 Szkoa Podstawowa Nr 13 W Chorzowie Im. Tadeusza Kociuszki, Chorzw, -
Poland ...............................................................................................................................
25 Cycle Àcceptance-Rejection` .................................................................................. 26 Cycle 'Collaboration-Competition' ......................................................................... 33 Cycle `Submission - Rebellion` ............................................................................... 40 Reflection over the project ........................................................................................ 47 48 68 69 70 82 85 86
Karsiyaka Ilkgretim Okulu, Izmir, Turkey 48

- The activity of Turkey ............................................................................................ - Our impressions on project ..................................................................................... -
Istituto Statale Comprensivo G. Pascoli Urbino , Italia Cycle Àcceptance-Rejection` ................................................................................ Cycle 'Collaboration-Competition' .......................................................................... Cycle `Submission - Rebellion` .............................................................................. The importance of being a reader ............................................................................
Schule am Schillerpark, Berlin, Germany . 90 - Cycle Àcceptance-Rejection` ................................................................................ 91 - Cycle 'Collaboration-Competition' ......................................................................... 98 - Cycle `Submission Rebellion ............................................................................... 106 - Quotations of our students reflecting on the project ................................................. 111
Grupul colar Dumeti, Iai County, Romania ..................................................... 112

- Results and expectations 113

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With the support of the Lifelong Learning Programme of the European Union

`LIVING, READING, GROWING`

THE MULTILATERAL COMENIUS PARTNERSHIP LIVING, READING, GROWING

COALA GENERAL SF. NICOLAE TRGU-JIU

coala General Sf. Nicolae Trgu-Jiu Cycle `Acceptance-Rejection`

The book: `THE WONDERFUL GROVE` by Mihail Sadoveanu

and some cartoons:

coala General Sf. Nicolae Trgu-Jiu Cycle `Acceptance-Rejection`

Eduard Diaconescu, 3 A class

coala General Sf. Nicolae Trgu-Jiu Cycle 'Collaboration-Competition'

The book: `PRVALE BABA` by Ionel Teodoreanu

CIREARII ( The Knights of the Cherry Blossom) By Constantin Chiri

coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion`

To live my life And to be free... Like the birds in the sky!

coala General Sf. Nicolae Trgu-Jiu Cycle `Submission - Rebellion`

coala General Sf. Nicolae, Trgu-Jiu

OPINIONS ABOUT THE PROJECT

SZKOA PODSTAWOWA NR 13 W CHORZOWIE IM. TADEUSZA KOCIUSZKI, CHORZW, POLAND

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'

The story: 'PINOCCHIO' by Carlo Collodi

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'

About the writer

Our students' work

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'

Krzysiek S., grade 6

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'

Krzysiek P., grade 6

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'

The English Corner

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Acceptance - Rejection'

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'

The story: 'CZARNE STOPY' by Seweryna Szmaglewska

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'

About the author

Our students' work

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'

Milena and Monika, grade 6

Milena and Monika, grade 6

Kasia Z., grade 6

Kasia Sz. and Roksana, grade 6

Krzysiek K., grade 5

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'

Paulina M., grade 5

Piotrek B., grade 5

Karolina and Julia, grade 6

Kasia Sz. and Roksana, grade 6

Natalia and Patrycja, grade 6

Krzysiek S. and Piotrek P., grade 6

Julia and Karolina, grade 6

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'

The English Corner

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'

Here is the list of tasks:

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Collaboration -Competition'

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki Cycle 'Submission - Rebellion'

The story: 'ANTEK' by Bolesaw Prus

'I'm sorry, Ahsoka.'

'Amazing the universe is.'

We are now sure that LIVING is not full without

and combining the two results in

Szkoa Podstawowa nr 13 w Chorzowie im. Tadeusza Kociuszki

REFLECTIONS OVER THE PROJECT