Name
The sphinx riddle
Topic
CLIL Cultural heritage
Learning time
5 hours and 45 minutes
Designed time
5 hours and 45 minutes
Size of class
18
Description
A learning experience for 7 graders in the old city of Split and the Palace of Diocletian, a UNESCO World Heritage Site. The visit itself lasts 3.5 hours. The plan includes a preparatory lesson and 2 follow up lessons. This way the English lessons integrate history teaching and also fit within the scope of our Erasmus+ project on cultural heritage.
Mode of delivery
Location-based
Aims
To learn about the cultural heritage of Croatia and interpret it in English.
Outcomes
Knowledge, Find out/discover, Reproduce, Explain, Assemble, Show awareness of, Exercise, Play, Run, Reflect, Apply, Give feedback
Editor
kzarkovic
Edit
Preparation
45 minutes)
  • Practice
    10
    1
    1
    As an introduction to the topic, students play Kahoot on cultural heritage in general.
  • Discuss
    10
    1
    1
    The students are shown the list of Croatian inscriptions in the UNESCO World Heritage List and asked to say what they know about UNESCO, Croatian cultural heritage and the old city of Split. The teacher solicits student opinions on why cultural heritage matters.
  • Produce
    5
    1
    0
    Students produce a Menti saying 3 words coming to their mind when about the Palace of Diocletian. Check if anyone mentions the sphinx at the Peristyle. If they do, teacher explains the title of the learning experience without too many details, focusing mainly on how it happened to find itself in Split.
  • Read Watch Listen
    13
    1
    1
    Students watch a video about the Palace of Diocletian. The chosen video is in Croatian to solidify the knowledge of the learning content especially by weaker students. It is also presented in an interesting and engaging way.
  • Discuss
    7
    18
    0
    Students discuss what they need to take with them for the trip which will last 4.5 hours (1 hour ride in total and 3.5 hours learning experience), what they want to learn, their expectations from the trip, ask questions etc.
Notes:
Resources linked: 0
Visit to the old town of Split
210 minutes)
  • Investigate
    130
    4
    0
    Students are taken on a guided tour of Split. The main language is English, but mother tongue will also be used. Throughout the visit students are challenged to say what they already know about the sites. They are divided in 4 groups named after various cultural elements: Diocletian, Prisca, Peristyle and the Vestibule group. The groups will collect points in 2 categories: subject knowledge and English command. Weaker students will bring extra points to their teams for the English wording acquired. During the tour of the Palace, students will be taking pictures of the sites which we will use in a follow up activity once in class. Once at the Peristyle, students' attention will be drawn to the sphinx, presented by the teacher and the title of the learning experience explained in detail. (The tour activity includes 20 min long break.)
  • Practice
    20
    1
    0
    English word challenges are played throughout the visit. Where appropriate, students play 7 up (which is one of their favourite games) or hide and seek to further explore the surroundings.
  • Investigate
    5
    4
    1
    Once we find ourselves at the Peristyle again where there is the sphinx that they have seen, students are tasked to spread in groups and find another sphinx. (The teacher did not show them the Jupiter's Temple where the second sphinx is on purpose.) Students are given hints according to their movement whether they are on the right track.
  • Read Watch Listen
    10
    18
    0
    Once students find the other sphinx, we go to the Jupiter's Temple all together and teacher presents it to the group.
  • Practice
    10
    4
    0
    This done, we gather at the sitting area of the squre, and student groups quiz each other on the cultural heritage elements. Progress is being monitored. Here follows the example of questions: What can you say about your group's name? How did the sphinx arrive in Split? What is a sphinx in mythology? What is the difference between Greek and Egyptian sphinx? What is the sphinx riddle?
  • Collaborate
    15
    18
    0
    Students play games: 1. Finish my sentence: one student says a word such as sphinx and the other one adds a word to finish the sentence reflecting their findings. The game expands to other cultural heritage elements. The teacher helps out with the wording in English. 2. Students make up their own riddles in English. Their progress is being monitored.
  • Practice
    5
    1
    0
    Ending this part of the learning experience, students take the posture of a sphinx along the stone walls surrounding the Peristyle and take pictures.
  • Practice
    15
    1
    0
    Finally we go to the Vestibule, the space being known for its acoustics and sing traditional Croatian songs at students' choice. And in the end students play hide and seek in the Cellars of the Palace being the ideal place for hiding with its stalls and passages thus getting to know this part of the Palace better.
Notes:
Resources linked: 0
Follow up activities
90 minutes)
  • Discuss
    10
    1
    0
    Once back in the classroom, students are invited to comment on their visit to Split. Student groups are awarded badges for the points collected during the visit and tasked with the following:
  • Collaborate
    10
    4
    0
    4 groups of students work collaboratively to select the best photos taken during the visit and upload them into a shared folder. This is done with the aim of creating an e-book on the Palace of Diocletian. The teacher is present and helps with the selection of the best best photos for the common product.
  • Produce
    40
    4
    7
    Once the photos are uploaded, students work on a Story Jumper book prepared in advance by the teacher. The teacher assigns the parts of the book to be edited by each group. Students use online resources with relevant information. Stronger students help weaker students in the finalisation of the common product. While adding photos and arranging for the text, students come up with 1 question each to be collected and compiled in a Kahoot quiz prepared by the teacher during the group work. These common products will also be used during the Erasmus project mobility in Croatia for learning teaching activities with our guests. The attached resources are illustrative and especially stronger students are free to come up with their own sources.
  • Read Watch Listen
    5
    1
    0
    The common product is shown to the class and students' satisfaction over the work done is checked.
  • Discuss
    10
    1
    0
    Closing the lesson, teacher asks students if anything is missing in the common product and solicit students' views on the following: 1. Why is cultural heritage important? 2. What can we do to preserve it? The aim is to come up with a strong statement reflecting students' views and incorporate it in the common product thus underlining the importance of the preservation of cultural heritage.
  • Practice
    10
    1
    0
    Students play Kahoot about the old town of Split, as compiled by the teacher out of students' questions.
  • Produce
    5
    1
    0
    Students leave their comments on the learning experience on Lino board prepared in advance.
Notes:
Resources linked: 0

Learning Experience

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