The pedagogical tool that you are going to see is a Interactive Game for students on the five forms of love. These types of love are derived from the Greek, who had five different words to describe the meaning of love: eros, philia, agape, storge and hetaireia. Through the pedagogical tool, students are able to discover the different parts of love both in the ancient world and today. Attached is an accompanying lesson plan with the pedagogical tool incorporated along with various activities to help the students learn about the types of love and relate it to their own relationships.
TEACHER CANDIDATE: Magdalena Grubisic
SUBJECT: Religious Education in Catholic Schools
COURSE: HRE 2O
LESSON TOPIC: Relationships and Types of Love
DURATION: 75 minutes
Examine healthy patterns of relating with a focus on friendship, intimacy, sexuality and communication
Describe the ways in which human growth is distorted by relationships that involve exploitative, harassing or abusive behaviours. Articulate the qualities that are essential to the building of healthy relationships, with a particular focus on the positive impact of intimacy and mutuality
OBJECTIVES/ LEARNING GOALS:
By the end of the lesson, students will:
- Be able to describe the different kinds of love that can be expressed in different forms of relationships that exist
- Be able to provide biblical passages where these sorts of love are found
- Incorporate modern day examples of the five different kinds of love in today’s society
- Begin to discuss the different social justice issues that may face each type of love and relationship
TEACHING LEARNING RESOURCES:
|Concept circle handoutsLaptop and projectorPedagogical Tool: Prezi presentationClass bibles
|Daily Check/ Previous Assessment:– Attendance and Announcements- Collect any forms/handouts that need to be collected.Introduction Activity (Hook/Minds On): ~ 15 mins
1. Whole class: Show video clip from the movie “A Walk to Remember”. The character Jamie is in the hospital with Landon as he is reading her journal entries. (2 minutes)
2. Individual: Ask students to brainstorm a list of all the relationships that they have had or currently have in their life. Prompt the students with examples: relationships at home, at work, at school, etc. They can list relationships that are not apart of their lives, for example types of relationships they see in television shows and movies as well. (5 minutes)
3. Pairs: Ask students to get into pairs with their elbow partners to share their list of relationships and to see if they can come up with more examples. (2 minutes)
4. Pairs: Hand out Concept Circle Handout Part 1. Students are to try and separate their lists into different categories of love. Firstly, the students need to come up with two- three categories of different types of love that they think exist. Secondly, the students try to fit the list of relationships they created with their partners into one of the categories. (5 minutes)
5. Share: Ask the pairs to share the categories of love they came up with and examples of the types of relationships that fall into that category of love. Keep a running list on the board in order for students to have references for later activities. (2 minutes)
Development Strategies/ Activities (Action): ~ 50 mins
6. Interactive Types of Love game: The pedagogical tool, Types of Love Interactive Game will be introduced and presented through the prezi presentation. Students will work through the different categories of love as they explore different parts of the hand, which represent the five different Greek words of love. The hand has different multimodal elements to help the students discover the parts on their own. At each level of the hand, the students will stop and be prompt with different activities to try to work through the types of love.
7. Pairs- Definitions: Students will work with their partners to create definitions for the five kinds of love: companionship, friendship, family love, sexual love and charity. There is a frame for each of the loves. In the next frame there is the definition. Students will work with their partners to come up with their own definition of the type of love before the definition is revealed.
8. Pairs- Biblical Passages: Students will choose different parts of the hand to reveal different biblical passages. Each biblical passage corresponds to a certain type of love. With their partners, the students will look up the various biblical passages and try to identify which type of love the biblical passage falls into. The students will have to find at least one other biblical passage that shows one of the types of loves. This allows students to link the types of love with the biblical passages and make connections to the Catholic faith.
9. Modern day examples: Students watch five different clips/images of how these Greek words of love are interpreted in society today. This will allow the students to try relating the types of love in the bible with modern day examples that are more relevant to them.
– A section in the back of the classroom where students can go during class if there is a question they have that they do not think will be answered during the lesson. They can take a sticky note, write their question and put it on the parking lot. The teacher will try to answer as many questions as they can during the lesson. It is also a chance for students to write any question they have about the specific lesson covered that day which they would like answered by the end of the unit.
– The concept circles that students’ work on are examples of graphic organizers that can be used to sort the examples of the types of love with the different categories. Other graphic organizers can be created as well to assist the students in making these connections.
– For students that require assistance, the teacher can give them a print out of the prezi presentation so that they can follow along in their notes
– Students who require assistance can be paired up with a student mentor to help them through the various think-pair-share activities
– While the students are working in their pairs on the various activities, the teacher may go around to see if there are any students requiring help on the activities. It is also an opportunity for the teacher to touch base with students who need assistance, and other students in general as well.
Culminating Activity (Minds off): ~ 10 mins
10. Concluding: The students will receive the Concept Circle Handout Part 2. Using the five categories of love that were discussed in the lesson, the students will look at the list of relationships they created and try to add them into the correct activity. They will compare the two concept circles and evaluate what the differences and similarities are. (10 minutes)
11. Reflection (Due next class): The students will conclude with a one-page reflection on what they have learned. They will write about what they discovered from their concept circle. They will write about their favourite part of the lesson and why it was their favourite, as well as their least favourite part of the lesson and why. Finally, the students will conclude with how they learned about the five Greek words for love.
ON-GOING ASSESSMENT/ METHODS OF EVALUATION:
|– Teacher will walk around during the individual and pair activities to make sure students are filling out the handouts.- The journal reflections on what the students learned and how they learned will be due the following class.|
FOLLOW-UP ACTIVITIES/IDEAS OR NEXT STEPS:
** Do I need to clarify anything for the students next class?
** Are students actively participating? Do they understand? Are they asking questions?
** Are students able to recall and apply information from the previous lesson?
** Are students able to provide examples from their own lives?
** Highlights and lowlights?
** What worked? What didn’t work? How could the lesson be improved?
** Any notes about student behaviour?
Lesson Plan Attachment:
Magdalena A. Grubisic
Professor Susan Holloway
The Multiliteracies Project
Pedagogical Tool: Types of Love Interactive Game
The term content literacy “refers to the ability to use reading, writing, talking, listening, and viewing to learn subject matter in a given discipline” (Vacca, 2014, p. 16). Helping students understand why they read and learn material that is outlined in the various curriculum documents can be a challenge. Not engaging the students and giving the lessons purpose is an even greater challenge. Various different researched based strategies point to the fact that it is important to engage the students and actually take important concepts from your lessons and create meanings. By connecting content from the curriculum and applying it to the lives of the students and using differentiated instruction methods, students are more likely to engage in the lesson.
The pedagogical tool I created is a Types of Love Interactive Game for the teachable subject Religious Education. It has been created to accompany a 75-minute lesson plan for the grade ten-course HRE 2O and the unit on relationships. Teachers can use the pedagogical tool as the prezi presentation in its original form, or they can alter it to fit the lesson. This multiliteracies pedagogical tool is multimodal because it combines different mediums of communication. It allows students to apply different mediums of communication, such as sound, visual, written text and reading, to better comprehend certain topics. All students learn differently, therefore it is necessary to try to meet all the learning needs of specific students through differentiated instruction. This pedagogical tool hits different learning styles that each student in the class may possess.
The tool itself is the image of the human hand with the five fingers representing the five types of love, which come from the five words that the Greeks had for the word love. To help the students better comprehend and remember the five types of love, the human hand is used as a tool for the students to relate the types of love to something that is already tangible to them. Each of the fingers of the hand corresponds to one of the Greek words for love. By exploring the different parts of the fingers, the students learn about the various dimensions. The students can also try to relate different social justice issues through the class discussions that may face different relationships in society to begin preparing for future units on social justice.
The pedagogical tool in this lesson plan is used as the action activity. To introduce the students the concept of the lesson, I have created a concept circle as the graphic organizer to allow the students to brainstorm. The brainstorming is “a procedure that quickly allows students to generate what they know about a key concept” (Vacca, 2014, p. 252). Students will be able to organize their thoughts and activate prior knowledge on relationships before they dive into the unit and the specifics of the lesson. This allows students to think individually before they share thoughts with their partners in the Think-Pair-Share activity. By allowing the students to brainstorm, it sparks interest.
Following the concept circle, the students begin playing the interactive game and choosing different parts of the fingers. By allowing the students to interactively choose the different aspects, it gives them a sense of control on what they want to learn about love. The first level of the game prompts students to read through biblical passages to learn about how the types of love were applied in the past. Next the students watch several clips that show examples of love in society today to allow the students to try and compare and contrast the differences. They will be able to critically think within their pairs and then as a class how these types of love are depicted in society today. By pairing a difficult concept to something that the students understand through the visuals of the videos allow the students to engage more easily in the classroom discussion as well as comprehending the various important and valuable concepts that religion has to offer.
Whether teachers use videos and visuals, sounds or written text, it is important to use variety to engage the students in new ways of learning the material. At the end of the lesson, the students return to the concept circle created at the beginning of class to see whether or not they were able to make the connections before the lesson. After the concept circle, the students will end with a metacognition reflection. This will allow students to reflect upon what they learned during the lesson. More importantly, students need to critically think about how they learned the concepts and why they learned this way. Thinking about how the student learns is a great critical thinking task to engage the students in their own learning process and to acquire self-reflection skills.
Vacca, R., Vacca, J., & Mraz, M. (2014). Content area reading: Literacy and Learning Across the Curriculum (11th ed.). Upper Saddle River: Pearson Education.
Praxis Paper Attachment:
Teacher Candidate: Magdalena A. Grubisic