Lesson 1 Fruit

Lección 1 Fruta

Lesson 1 Fruit

Preparation - Checklist telling

• Chairs are arranged in a circle and everyone is seated. Outside the circle there may be tables for writing or clip-boards are used.
• You prepare a story about a time she/he experienced something with fruit. You will look for different experiences you had with fruit and make a list. From the list, you choose that experience that suits the participants and take into account the narrative form with which he/she can moderate the impact. Keep it simple, not too big in terms of emotions, an average experience colored by details is usually most effective. The form in which you narrate models the participants. Tell precisely and clearly.
•  You prepare the connection question. In this lesson on fruit, "Which of you wants to tell about a time you experienced something with fruit?
• Bowls with a different type of fruit on each bowl, adding an additional fruit for about every five participants. The fruit was cleaned, cut into pieces with and provided with toothpicks.
• Three tea towels to cover the bowls with so that the fruit is not immediately visible.
• A blindfold.
• Color pens or pencils with a normal tip.
• (Digi)Board or flip charts
• Bells or another instrument that makes sound.
• A black pen for all participants.
• A8-size paper.
• A5 size paper. You will lay out three A5 sheets of paper for each participant. (Elf writing)
• You will prepare A4 sheets (upright) with a frame of about 10 by 10 cm at the top. Below the frame there will be two columns. One for the experience and the other for the elf of your choice.
• A4 size cardboard to make covers and three rings to hold the covers and sheets together. Of course, you can make your own contribution here, as long as the end result has the character of a booklet to which pages can still be added.
• To get the participants to work in varied pairs, you can have them draw colored papers as they enter or prior to this activity, after which those with the same color form a team together. Another way is to have participants work together with consecutive birthdays. And so on...
• If you want to create a triptych as well: come up with some perspectives appropriate to the topic in advance, which the participants then work with. There may also be themes in used teaching modules that can fit into this.

Checklist telling

Your experience serves as an example for the participants. You can use your own experience to introduce the topic and influence what and how others will tell. Therefore, please pay attention to the following aspects when telling about that experience;

• Start telling directly, without too much introduction.
• Tell precisely and clearly.
• Provide variation in sentence length and word usage.
• Keep an eye on the beginning-middle-end structure.
• Deliberately choose which adjectives you can use to give additional color (information) to the participants.
• If dialogues occur in the experience, you can also include them in your narration.
• Include details in your narrative that will make your experience more imaginative.
• Include one or more sensory observations in the description of your experience.
• Be as complete as possible. For example, tell who and where you were with, what exactly happened, how it happened, how you felt and how others reacted.
• Ask yourself questions such as: What happened? What was I doing? What was I thinking? What did I feel? How did I react? How did others react? What was being said...
• Tell only about an experience that actually happened. Do not set the experience back longer than three months to a year. You can make an exception for a topic such as family, where the experiences may be clearly set in the past.
• Keep an eye on how long you spend narrating.
• Avoid summarizing the story and do not give a conclusion.
• Practice telling your own experience and asking the connection question with a colleague or friend, for example.
• When sharing your own experience, be sure to focus only on disengaging the participants' stories. It is not your intention to impart knowledge at such a time, because it is purely about something you have experienced and about which you talk open-mindedly. You also want the participants to be open-minded about their experiences so that they do not feel judged. It is about equality between the narrators and not about checking their level of knowledge.
• Sometimes - especially if this form of work is still unfamiliar - no one wants to tell. This is not a problem and can be solved by proceeding directly to list. But it is preferable that participants eventually start to feel invited and overcome their diffidence. Participants' confidence grows with the safety thus experienced.
• When the storytelling session stops for a while, it is usually not because of the topic. New stories come naturally. After one or two stories, go into the circle with the next step.

Reading each time a lesson ends and having your own book means that reflection develops naturally.

The page layout on which the final version is written can vary based on the content of the lesson.

In the Better Wording series, a booklet in A4 format was chosen. In the second instance, these lessons can also be expanded to include more knowledge, research and practice, which is why there is a triptych (see examples on the Grunberg Academy in spanish).

Sample text written by an 18-year-old participant:

The rotten apple
About two months ago, I was playing a game on the laptop. I had bought an apple that afternoon
bought and now I was hungry. The first bite was just normal. A tasty,
sweet and sour apple. On the second bite, however, things went wrong. Even before I realized it, it was too late. The most foul, rotting taste spread through my mouth. I grabbed the trash can from under the
desk and spit out the apple. Then I saw the apple. Brown, soggy and rotting
smelling, I tossed it after the white-spit bite. The apple was gone, the taste was not. I rushed to the kitchen. Drank milk, squirted lemon juice in my mouth and rubbed sugar on my tongue. Nothing helped. Only after a day and a half was the taste completely gone.

Prior

1. Playing
2. Telling & Writing & Drawing
3. Making
4. Presenting
5. Exchanging

What will we do?

Prior - the room

Time: ± 2 minutes

Explanation; the chairs are arranged in a circle. Everyone is seated. 

On the board/ flip chart is the structure of the lesson.
You can also discuss this briefly.

Structure 

Better Wording- Be(come) Yourself:

Start - Dynamics I&II (ochre yellow)

1. Own experience (blue)
2. Knowledge (dark pink)
3. Doing - Presenting (red)

Evaluating (dark green)
Reflecting (dark blue)

The sheet on which the final version is written may vary depending on the form of presentation.

In the Better Wording series, an A4-sized booklet has been chosen. Secondarily, these lessons can also be expanded to include more knowledge, research and practice to create a triptych (see examples on the Grunberg Academy in Spanish).

START I

'Apple'

'Pear'

'Banana'

I. Fruitgame

Time: ±5 minutes minimum, can be longer

Energetic Exercise or Game

Explanation; the participants sit in the circle; there is one chair short, so someone has to stand; the first time this is the teacher. Each participant is given the name of one of four different fruits, for example: apple, pear, banana or strawberry. Choose four fruits for a group size of twenty (for larger groups, always add one fruit for every five participants). The one standing names a fruit. The participants with that name switch chairs. You may not return to your own chair. The person standing also sits down on one of the vacant chairs. The person who now remains without a chair is the one who in turn calls out the name of a fruit species. After a few rounds, the teacher introduces the "fruit basket" and then everyone changes seats. It is important not to introduce this immediately but only at the end otherwise the temptation for participants to shout 'fruit basket' is too great.
You can also vary the game by naming two or three fruits at a time.

Effect; increase energy, physical alertness and concentration, stimulate group dynamics and relaxation/pleasure.

START II.A.

YOU/WE?

I describe

II.A. Game 1: Describing and guessing

Time: ± 10 minutes/ Entire group

Physical activity appropriate to the topic

Explanation: As an example, you start with a description of a fruit. The name of the fruit is not mentioned, only the characteristics of the fruit are described. The group guesses. The one who gives the right answer gets the turn to describe and then becomes the leader. Depending on the social ability of the group, have them call or give them the turn. The one who describes is the leader.

START II.B.

Taste

II.B. Game 2: Taste and describe

Time: ± 10 minutes

Activity appropriate to the topic

Explanation: A participant is blindfolded and tastes a piece of fruit and describes what he tastes. The key words are written on the board. Then everyone tastes the same fruit and additional words can be added. Some participants give a description.

Alternative

You can also place uncut fruit under a cloth. One person is blindfolded. He chooses a piece of fruit and describes what he feels. (He may not immediately say what he thinks it is.)

Effect: developing perception and language skills.

Preparation

• Bowls with a different type of fruit on each bowl, adding an additional fruit approximately every five participants. The fruit is cleaned, cut into pieces and provided with toothpicks;
• Four tea towels to cover the bowls with so that the fruit is not immediately visible;
• A blindfold;
• Bells or another instrument that makes sound;
• Board or flip chart.

Manners

• The person speaking will not be interrupted.

• Questions can be asked after the telling. Questions are asked based on curiosity and about something that is still unclear.
  

• No comments on each other.   
    
  

Prior

Time: ± 2 minutes/ Whole group

Explanation: The participants sit in a circle. You discuss manners if necessary. A first time, it is good to agree on the basic rules of exchange together with the participants based on these three/four suggested ground rules.
Everyone knows the manners:

• When someone speaks, the others listen without interrupting. 
• Never ask questions aimed at knowledge at this moment. It is about the experience.
• No commenting on each other.
  

Depending on the participants, a fourth rule can be added: you stay in your own place.

It is helpful to keep the rules visible to all participants. If you think the use of icons would be helpful to your participants, do so. This makes it easier to indicate what behavior is expected without using words and avoids interrupting the flow of the lesson. Clarity promotes safety.

To tell my story

A personal experience

Time: ±3/4 minutes - all participants. You may decide on ±2+5 if that seems better to you.

Explication: You tell about a time you experienced something with fruit; then questions can be asked*. 

If you want to spend time sharing in the circle ask the connection question-invitation: if there are participants who want to tell about a time they experienced something with fruit.

You ask the invitation question only when participants have asked enough questions after you have shared your experience story. You can also include this invitation in the assignment to the slide "The Invitation-List-Choice".

You will share your experience with participants, keeping in mind the following:

• Start telling directly, without too much introduction;
• Tell precisely and clearly;
• Keep an eye on how long you are telling;
• Avoid summarizing the story and do not give a conclusion;
• When sharing your own experience, make sure you focus only on disengaging the participants' stories. It is not your intention to impart knowledge at such a time, as it is purely about something you have experienced and about which you talk open-mindedly. You also want the participants to talk open-mindedly about their experiences and not feel judged. It is about equality between the storytellers and not checking their level of knowledge;
• Sometimes - especially if this form of work is unfamiliar - none of the participants wants to narrate. This is not a problem and can be solved by continuing directly with list-making. But it is better that participants eventually start to feel invited and overcome their diffidence. Participants' confidence grows with perceived safety;
• If the storytelling session stops for a while, it is usually not because of the topic. New stories come naturally.
• After one or two stories in the circle, move on to the next step. Or if you have less time you can continue right away with the invitation and list experiences and choose. This lesson is about experiences participants have had with fruit....
• When someone narrates, the others listen until the narrator finishes and then may ask questions about the shared experience.
  

Important*

Provide space for questions about the experience, not questions about knowledge.
You invite participants to ask questions about the related experience about curiosities they have or something that remains unclear.
 

 

Listening and asking questions

Personal experience - Listening and asking questions
Time: depending on the choice you make ±4 or 5 minutes
Explanation: Once you have shared your experience, participants will have the opportunity to ask questions about something they are still unclear about or something they would like to know more about. It is important to indicate that the questions can only be about what you have shared. so not about the basement of shoes or something else like that. If there is opportunity, one of the participants can share an experience of their own that comes up naturally. Even then the others will have the opportunity to ask questions.

Effect: exchanging improves listening and facilitates questioning. 

Participants experience what it is like when others listen attentively to them, what it is like to be asked questions and what they can do with them. This process happens naturally. 

Each time, a storyteller gets better at telling and listeners get sharper at listening.

Passing around materials

A8

Passing around materials - List

Time: ±2 minutes

Explanation: You are given a stack of papers, take one off for yourself and pass the rest to your neighbor.
You get pens, take one off for yourself and pass the rest on.

The invite - List - Choose

1.

2.

3.

Personal experience - The invite - List - Choose

Time: ±3 minutes

Explanation:

• Write on your piece of paper 1.-2.-3.  See the example on the board.
• Check with yourself what experiences you have had with fruit. Choose three and write down each experience in one word. It is only meant so that you yourself with that word immediately remember what you experienced. This is for yourself and remains private. If you don't have three experiences no problem. If you have more experiences you can expand the list.
• Choose the experience you can and want with to share with the group.
  
• Circle this choice.
• Put the pen away.

Sharing in pairs

Personal experience - Sharing in pairs

Time: ±6-10 minutes

Explanation: Divide the participants into pairs (different ways possible) by giving them a number 1 or number 2. Clearly indicate that the pair will sit so that they can see each other. Then they are instructed to tell their chosen experience, number 1 starts. Number 2 listens and waits until the end to ask questions about things that are unclear or interesting. Then switch roles. Make a sound as an indication that the roles are switching.

Participants experience what it is like when others listen intently to them, what it is like to be asked questions and what they can do with them. This process happens naturally. Each time, a storyteller gets better at telling and listeners get sharper at listening.

Effect: Participants practice attentive listening with the methods of Be(come) Yourself. They experience pleasure when their own experiences get the attention they deserve and in turn can give others this pleasure as well. By listening attentively, participants practice focus and concentration at the same time.

Passing around materials

A6

Passing around materials - draft

Time: ±2 minutes

Explanation: You are given a stack of papers, take one off for yourself and pass the rest to your neighbor.

The pen you put away earlier can now be taken out and used again.

Write your story - 1st version 

Personal experience - Write your story - 1st version

Time: ±5-10 minutes - Individual

Explanation: Now write your story on the A6 paper (use it vertically) as you told it to your teammate. Write it as you told it, not abbreviated or summarized.
You check if you can include in your story the things you told in response to your interlocutor's questions.
If you told at length, you can choose a section to write down.
You are going to write down the first version of your text. If you have any questions, please let me know by raising your hand or coming to me.

Depending on the independence of the group, you can walk around or choose a fixed seat.

If you sit in a fixed spot let the participants join one by one. 

Instruction: If you have questions you can come to me but only if no one else is standing. Don't worry everyone will get their turn.

Writing is done first in the draft. You can choose different ways to edit the draft. You can decide whether the participants write the story in LessonUp format or on their sheet.
In the direct form, the participant writes version 1 - draft, checks it, corrects it, and finally writes the final version 2 on the "neat" page for his/her book.

Discussing and editing texts can be done in several ways. In the Express with clarity - Be(come) Yourself series, the shortest way is usually used, ' Fast in the Net - version 2'. If you want to work in teams you can choose 'Longer in the net - version 2'.

Passing around materials

Final  version

Passing around materials - Final

Time: 2 minutes

Explanation: You get a stack of final version sheets, take one off for yourself and pass the rest on to your neighbor.

You can now take the pen you put away earlier and use it again.

Prepare

•  You prepare A4 sheets (portrait) with a frame at the top of about 10 by 10 cm. Below the frame will be two columns. One for the experience and the other for the eleven words poem of their choice.
  

1. Fast edit- 2nd version

Personal experience - 1. Fast edit- version 2

Independent editing - final version

Time: ±10 minutes

Explanation

instruction: Gently proofread your text for spelling errors. Correct in your draft version 1.
When in doubt, raise your finger and ask a question.

You write the answer on the board for other participants to see, a temporary public dictionary.
General instructions you can prepare on the digi/board or large sheet of paper:

• Check if you started sentences with a capital letter and if you used a period at the end of a sentence.
  
• When rereading, check that you have considered the structure of your story: a beginning - middle - end. If they wish, participants can add sentences to add this structure to their story.
  
• We have already discussed these rules, please re-read your text and check if you have used them. You will provide an overview of the rules for grammar, sentence structure or spelling that are currently known to participants so that participants can check their text accordingly. An overview of these can be provided by you on posters/digiboard. The participants can also have a notebook with rules.
  

You may decide to include a more extensive form of editing. This can be done in several ways:

• Editing in pairs - light                     Time: ± 10 minutes (See slide Longer edit in this lesson plan)
  
• Editing in pairs - more intense                                                Time: ± 20 minutes
  
• Classroom editing                              Time: ± 50 minutes
  
• Editorial office                                   Time: ± 55 minutes

Editing in pairs - light

Explanation:

1. You will make pairs and indicate that the participants in their pairs will exchange their texts.
2. Number one reads the text of number two and vice versa.
3. Take your time, prepare the reading aloud and let your teammate hear his text. Reading aloud makes a text sound and brings it to life. It gives the writer an opportunity to hear back his own words and to listen and experience whether his text is correct in terms of rhythm, sentence structure and content. It stimulates awareness of the effect of the written text and how it is understood by the other person.
4. Participants can now edit their own text based on what they have heard and the instructions of the independent editors. It involves tightening up wording and possibly adding additional information that will make your story clearer.

Editing in pairs - more intense

Explanation:

1. You will make pairs and indicate that the participants in their pairs will exchange their texts.
2. The participants each read the text of the other person from their team and underline the words about which they have doubts. Sometimes the reader doubts something but is correct, that is not a problem. All underlined doubts (spelling, grammar and style) should be formulated as questions as much as possible.
3. The idea is for the participants to go through the texts in conversation. The writer gets their own text back with the underlined words. As a team, participants go through all the questions and try to solve them (dictionaries, Ipads/phones and books for support).

All pairs work independently and can ask you questions if they need an expert.
You write answers about spelling on the board, creating a classroom dictionary.
After the texts are discussed, each owner begins rewriting their own text, final version.

Classroom editing 

Classroom work on texts is done by looking together at a text by one of the participants, called the learning text.
This form of work comes from Language Formation.

Explanation:

1. You and a participant agree to edit the text for the class.
   
2. The other participants are divided into groups of three to five.
   
3. In each group, assign a secretary by giving one of the participants in that group a pen and a strip of paper. The secretary writes down his group's questions.
   
4. The participant who has his text publicly edited, learning text, chooses a group of participants who become his googlers and/or dictionary specialists.
   
5. The participant with the learning text writes their text on the (digi)board.
   
6. The other participants read the text and prepare one to three questions per group about the text: about spelling, grammar, style and wording. The comments they have should be in question form. The secretary writes them down.
   
7. When the group has finished the questions, one of them, not the secretary, comes forward to underline the words to which the questions are linked in the learning text. Different groups can ask a question about the same parts of the text (each group has its own color). Now all groups have the questions indicated in the learning text.
   
8. You can also ask three questions, giving direction to the knowledge she wants to impart. She adds her questions last.
   
9. The owner of the learning text begins reading his text, when he encounters a question, visible by a sign or underline, he stops and asks the group that underlined the question to read the question aloud. The answer to the question may be given by the learning text participant with the teacher and his googlers/wordbook specialists as supporters.

If the participant of the learning text is too shy, take a larger role. The process is focused on learning the text together. Not to point out someone's mistakes. So the questions are addressed one at a time. Thus, different rules of grammar, spelling and style are covered. The facilitator can provide additional explanations as needed and level. The participants take notes. You can provide additional support for important rules that are not yet widely known by keeping them visible in the classroom for a longer period of time.

The choice of the form in which knowledge is offered depends on the level of the participants and the physical possibilities in the learning environment. After the treatment of the learning text, all kinds of points have been discussed with which others can now also start editing/improving their own texts. This can be done in pairs and individually (see Self-editing or Editing in pairs). The points can be on the IWB, on a poster on the wall or in each participant's notebook.

Editorial office     

If the group is advanced, the facilitator can set up an "editing desk." A group of participants check the stories for spelling errors, punctuation and sentence structure. They do not correct the text, but do underline words about which there is a question. They may also write a content question to the writer of the text. Participants rotate so that everyone has a chance to experiment with the role of editor.

2. Longer edit - 2nd version

Personal experience - 2.A.+B. Editing - Longer - version 2

Time: 2x10 minutes

Text pre-final version - 

2.A. Intermediate reading aloud

Time: ± 1x10 minutes

Explanation: In pairs, participants read each other's text. 

The writer can listen attentively and experience whether his text is correct in terms of rhythm, sentence structure and content. 

The reader practices his reading (pronunciation, comprehension and rhythm). 

Then the roles are reversed. In this way, everyone has heard their text, a preparation for editing.

2.B. Text pre-final version - version 2

Time: ± 10 minutes/ Individual

Instruction: Now that you know how to adjust your text so that it can be better understood by a reader write your text again. You write on the answer sheet or on the paper specially distributed.* Now write your text exactly below the box. Include any suggestions for improvements. This is the final version of your text. If you have any questions, please let us know.**

When editing, participants can discuss in their teams. They can also approach you with questions. You will write answers about spelling on the board, creating a classroom dictionary.

General instructions you can prepare on the digi/board or large sheet of paper:
Check that you started sentences with a capital letter and that you used a period at the end of a sentence.
When rereading, check that you have taken into account the structure of your story: a beginning - middle - end. Participants can add sentences if they wish to add this structure to their story.
We have already discussed these rules, reread your text and see if you have used them. You will provide an overview of the rules for grammar, sentence structure or spelling that are currently known to participants so that participants can check their text accordingly. An overview of these can be provided by you on posters/digiboard. Participants can also have a notebook with rules.

Writing a final version is a training in precision: reflecting on the draft, improving words and sentence structure and practicing fine motor skills. It requires concentration on many levels. In this way, writers' stories get the attention they deserve.

After writing their final version, participants proceed to create a picture. You can also choose to postpone this task until a time when the energy of the group calls for rest or relaxation.

* The paper on which the text is written in the net may vary depending on the form of presentation. In the Better Words series, an A4-sized booklet has been chosen. In a second instance, these lessons can also be expanded to include more knowledge, research and practice, for this there is a triptych sheet as a form of presentation (see the examples).

**Depending on the independence of the group, the teacher can walk around or choose a fixed place.

Square
10 by 10

Place & Fruit

Personal experience - Image -

Place & Fruit

Time: ± 10 minutes - Individual

Explanation: Drawing is done with a black pen. Participants draw the place where the event took place that they told about. If there are several places, they choose one. Then they use a color pen to draw the fruit they told about over it in large type.

When the page is finished, the participants put it in their booklet.

Prepare

• For each participant an A4 sheet of paper with a 10 by 10 cm. frame at least.
• Color pens or pencils with a normal point.
• One black pen per participant.
  

A poem of 11 words

Knowledge - A poem of 11 words

Time: ± 10 minutes / Pairs

Explanation: Participants will create short eleven-word poems. The format of an eleven is: line 1=1 word, line 2=2 words, line 3=3 words, line 4=4 words, line 5=1 word.

Instruction: You let participants choose a word from their text to start with.
You guide per line.
Line 1 = The first word you chose from your text.
Line 2 = Two words that say something about your first word.
Line 3 = Three words about what it smells like.
Line 4 = Four words about the place.
Line 5 = A final word to conclude or repeat the first word.
The instructions for each line may vary.

After writing 2 or 3 poems of 11 words, the writer chooses one to recite. You divide the participants into pairs. Together, the team members discuss how they can accompany each other's presentation of the elf with a beat or sounds. Think of body drum.

In a group with participants who are used to working with poems of 11 words, you can also create pairs and have them guide each other.

Effect: collaboration, musicality of words, association, relaxation and fun.

Poems of 11 words with a beat

• Speak calmly and clearly;

• Take your time;
  
• Receive your applause;
  
• Look towards the audience. Choose a point behind the audience to watch.
  

Do - Poems of 11 words with a beat

Time: ± 2 minutes per pair (±15 minutes)

Explanation: The participants sit in a circle and two by two they present their poem of 11 words with musical accompaniment. After each presentation there is a short applause. You always give the signal to continue with a sound. It is important to keep up the pace.

Afterwards there will be a short time for discussion, after which the participants will write their elf in the net. This can also be done on another day.

Prepare

• Each participant has an A4 sheet with a frame and a division below: the experience is on the left and the poems of 11 words are on the right.
  
• You ensure that there is a place for a pair to stand and present.
  
• Bells or any other instrument that makes sound.
  
• For the participants: speak calmly and clearly. Take your time and receive your applause.
  

Looking back

How do you feel?
- in one word or one sentence -

Evaluate - Looking back

Time: ± 5-10 minutes

Explanation: You invite all participants to say in one word how they felt during the presentation.

Evaluation

Evaluate

Time: ±5-10 minutes

Explanation: After the presentation there will be a short time to exchange about the experience of presenting.

If you want everyone to participate, you can invite participants to briefly comment on their presenting experience.

You can also invite each team to share a little about how they prepared for the presentation and what it was like for them.

I was in France with my grandmother. I went to the backyard. And then I looked at my tree and saw that a pear was ripe, when I saw that I immediately went to pick it. I went to eat it and it wasn't ripe at all.

France
smells good
a tasty pear
from my French tree
mmmmmm

sabrosa pera

una bonita pera madura

Lástima

Reading in the circle

Reflect - Reading in the circle

Time: ± 15 minutes

Explanation: The participants read their text one by one and show their drawing to the group. In this way, little by little, they develop a sense of presentation.

You can give instructions so that they read a little louder or clearer while at the same time taking their place and looking at the others. But this must be decided calmly and always with respect for the feeling of security.

At the end you can ask how the participants feel and say this in one word.

Reading every time a lesson ends and having your own book means that reflection develops naturally.

I take with me

What of this lesson can you
use in your daily life?

Reflect - I take with me ...

Time: ± 5-10 minutes

Explanation: You ask each participant:
"What from this lesson can you use in your daily life?"

Future

They can write what they shared on the back of the page for the booklet or keep the sentence in a digital notes file in their phone/computer. It is important to take some time in the future to review their ideas.