Name
Re-connect with nature
Topic
English literature
Learning time
10 hours and 35 minutes
Designed time
8 hours and 50 minutes
Size of class
17
Description
This learning path is catered for students of English as Foreign Language aged 17 who have been studying English literature since the previous year. The study of the Romantic period, where nature plays a crucial role, will give them the chance to connect with nature and disconnect from their devices which keep them busy most time. Through a series of activities carried out in different places, both outside and inside the school, the students will learn and experience some key concepts of the Romantic literature and art, get to know some poets and artists and their works, know their local natural heritage to help them define their identity, be involved in practical activities and reflect about their responsibility in preserving the environment. The learning will be mainly experiential and the lessons will be alternatively held in class and in the park around the school. There will be also a one-day trip. There are 5 steps closely interlinked: 1) Introduction 2) Nature and romanticism 3) Wandering together 4) The break of the bond with nature 5) Conclusion The products of the learning paths will be collected on posters to hang on the school wall and an ebook will be created in order to make the experience more memorable for the students as well as a model to be re-used by other teachers.
Mode of delivery
Other
Aims
- to know the main features of the English Romantic period, its main poets, painters and some of their most representative works. - to be able to read and write different types of texts in English - to become more competent in English language by acquiring new vocabulary - to know about a local Italian poet and visit the places that inspired him - to promote students' well-being and socializing - to know and reflect about the contemporary issues that affect the safeguard of the environment
Outcomes
Knowledge, Synthesis, Application
Editor
teacherfrancesca
Edit
INTRODUCTION: LET NATURE BE YOUR TEACHER
65 minutes)
  • Discuss
    20
    17
    0
    Students are taken outside the school, in the park surrounding the school building and are asked to connect with nature. They sit in circle and they share their feelings, thoughts, emotions about nature. The teacher might lead the discussion by asking some of the following questions: - what does the word 'nature' suggest you? - which images do you associate with nature? - do you ever feel the need to stay in contact with nature? - what keeps you away from nature? - have you got a favourite place (park, countryside, beach, etc.) where you feel particularly comfortable?
  • Read Watch Listen
    30
    17
    1
    The teacher reads out the poem 'The Tables Turned' by William Wordsworth and invite the students to tell him/her about their impressions and understanding (guided understanding and analysis). It is poem that echoes a poet strong faith in nature and is confident that nature is the best teacher rather than books. The teacher also introduces the main info about the poet's life and works and his special link to the Lake District area (the cradle of English Romanticism)
  • Produce
    15
    1
    0
    Students are asked to scatter in the park and connect with nature. They make notes. At home they write a short poem or a text. The texts are shared with their classmates on a virtual board like Padlet or Linoit, together with an image or sound they took/recorded.
Notes:
Resources linked: 0
NATURE AND ROMANTICISM
100 minutes)
  • Read Watch Listen
    20
    17
    1
    In class. The teacher asks the students a feedback about the previuos lesson. He/she asks the students which natural element they drew inspiration from while writing their text. The teacher shows the students a picture of a bunch of daffodils and ask them whether they know that kind of flowers they are. They are told the poet they are going to read a poem by was inspired by their vision for the writing of the poem they are going to read. Then students read the poem "I wondered lonely as a cloud" by William Wordsworth. Under the teacher' guide they identify its main features (themes, style) and reflect on Wordsworth's poetics ('emotions recollected in tranquillity') which they experienced in the previous lesson.
  • Discuss
    20
    17
    2
    The teacher shows them two paintings by Constable (Flatford Mill) and Turner (Hannibal and his army crossing the Alps), two Romantic landscape painters and asks them to describe and compare them. Then the teacher sums up some of the main concepts of Romantic art and poetry emerged during the discussion: - the interest in everydaylife - the interest in different aspects of nature - the concept of the Sublime
  • Read Watch Listen
    15
    17
    0
    Students read a text about nature in Romantic painting and learn some specific vocabulary as well as some information about the two painters.
  • Collaborate
    45
    3
    0
    Students choose a painting by one of the two painters and do a small research about it. They present it to the class.
Notes:
Resources linked: 0
WANDERING TOGETHER (One-day trip)
180 minutes)
  • Practice
    0
    17
    2
    Trip to the protected regional park "Sasso Simone e Simoncello" in the mountains about 1 hour far from the school. Departure in the morning from the school parking lot. The students are asked to turn off their devices as they are not allowed to use them during the trip, unless it is needed for educational purposes. Students have been prepared to the trip with the help of teachers of science (first part) and Italian language (second part). They told them about the main features of the park (flora and fauna) and about the life and main works of the poet Tonino Guerra as well as about the open air musuem he designed (about one-hour lesson each). The trip is divided in two parts.
  • Investigate
    120
    17
    0
    FIRST PART In the morning the students hike with a guide in the woods to immerse themselves in wild nature. Stunning mountainous landscapes make them experience the feeling of the sublime. Observation of leaves, insects, fruits, wild animals make them discover new interesting facts about life on earth. SECOND PART 2) In the afternoon they visit a small town called "Pennabilli" which is on the outskirts of the park. There they follow a path called "I sentieri dell'anima" (The paths of the soul) which was created by the Italian poet Tonino Guerra. They discover how poetry can be intimately connected with a place cerished by the poet. Return to the school parking lot in the late afternoon.
  • Produce
    60
    1
    0
    At home students write a report in the form of a journal page about the trip following the 4 F scheme: Facts Feelings Foundings Future The teacher has previously instructed them about it at the beginning of the trip, so during the trip they should have made some notes or collected material for this puropose. The teacher might use it for the evaluation.
Notes:
Resources linked: 0
THE BREAK OF THE BOND WITH NATURE
85 minutes)
  • Discuss
    15
    17
    0
    In class. After sharing their impressions and thoughts about the trip students are introduced to a new poet and work in order to deep further ideas about Romanticism and also to reflect about how human actions are harming the original bond with nature. Students are shown some pictures about natural catastrophes but also nearby environments harmed by man's action. They describe what they see, the issue at stake and the causes.
  • Read Watch Listen
    40
    17
    1
    The teacher sums up the content of Coleridge's ballad 'The Rime of the Ancient Mariner' and select an extract to read out. Then he/she invites the students to paraphrase the text and to identify its main features and themes. The poem is highly symbolical as the killing of the albatross represents a sin against nature and God. To put things rights the mariner has to repent but he is condemned to retell his story for ever and ever.
  • Collaborate
    30
    3
    0
    Students are asked to out themselves in the shoes of a modern 'mariner' and to tell from his/her perspective about a contemporary issue affecting the environment. They might write a short poem or text.
Notes:
Resources linked: 0
CONCLUSION
100 minutes)
  • Produce
    50
    4
    0
    In groups students collect all the material produced during the learning paths and make posters to hang on the school walls. In this way they can reflect on what they have been learning so far, fix key words and concepts, write their final thoughts and feelings.
  • Read Watch Listen
    50
    1
    0
    For the assesment of the learning path the teacher will evaluate the works produced (texts, presentations, posters) according to their content and form. She/he might also prepare a test focused on English Romanticism and Romantic poetry with open, multiple choice or true and false questions, to assess their knowledge about the poets and poems read and to check their ability to understand and analyze a poem.
Notes:
Resources linked: 0

Learning Experience

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