Questo mese il nostro lesson plan si articolerà su un percorso che toccherà due grandi temi. Il primo si collega alla tradizione pasquale degli Easter Eggs presentando approfondimenti e curiosità legate alla festività della Pasqua. Il secondo propone, invece, l’incontro con uno degli scrittori più geniali di sempre: Roald Dahl.
L’elemento di connessione che lega questi due argomenti? Il cioccolato!
Step 1 The story of chocolate
- Il primo punto dal quale partire per introdurre la storia del cioccolato è fare una panoramica sui luoghi e i Paesi nei quali l’albero del cacao viene coltivato. In questo modo sarà possibile applicare una metodologia Clil geography.
Uno spunto interessante:
“Chocolate comes from cacao trees. These trees are from South and Central America but today they grow in other parts of the world too. Cacao tress can only grow in countries with a tropical climate. These countries are between 20 north and 20 south of the Equator, A tropical climate is hot and wet.
Cacao growing countries:
West Africa: Ghana, Nigeria and Cote d’Ivoire
South America: Brazil and Ecuador
Asia: Malaysia and Indonesia”
Fonte: “Story of chocolate” di Jennifer Gascoigne ed Black cat
- Il secondo punto prevede, invece, una presentazione della diffusione del cioccolato nella storia e, quindi, una chocolate timeline con metodologia Clil History.
Uno spunto interessante:
- The Mayans AD 300-900 they are the first people to use cacao beans and make a chocolate drink
- The Aztecs 1325 – 1520 they used the beans to make a chocolate drink with spices, chill and honey
- 1502 Christopher Columbus is the first European to see cacao beans. He takes some home to Europe for King Ferdinand and Queen Isabella
- 1606 the Italian learn the secret for making chocolate from the Spanish. Then the French from the Italians.
- 1657 The first British chocolate house opens in Bishopgate Street in London
- 1765 The first Chocolate Factory opens in New England in the U.S.A.
- 1819 Francois Louis Cailler opens the Frist Swiss Chocolate factory at Corsier , near Vevey.
- 1847 The first bar of chocolate
- 1873 The first Easter Egg
Fonte: “Story of chocolate” di Jennifer Gascoigne ed Black cat
Approfondimento di cultura e civiltà:
The Easter Egg
La classica usanza dell’uovo di cioccolato trova le sue origini nel 1842, in piena epoca vittoriana con John Cadbury ma trova il suo compimento con la produzione del primo uovo di cioccolato nel 1873.
Il giorno di Pasqua, in Inghilterra i bambini devono cimentarsi in una vera e propria caccia all’uovo. Anche l’Easter Egg Hunt, cioè la caccia all’uovo di Pasqua, nasce in epoca vittoriana sempre su iniziativa della fabbrica Cadbury. Essa prevede che i più piccoli, dopo la funzione religiosa della domenica pasquale, trascorrano il tempo in parchi e giardini, circondati da personaggi vestiti da coniglio “Easter Bunny” andando a caccia delle uova nascoste.
Successivamente sartà possibile affrontare il tema del cioccolato secondo una metodologia Clil Science ed illustrare le caratteristiche di questo tipo di alimento all’interno di un discorso legato all’alimentazione.
Infine, sarà interessante proporre una ricetta a base di cioccolato.
STEP 2 Roald Dahl
Quale altro collegamento possibile se non parlare del romanzo “Charlie and the chocolate factory” di Roald Dahl?
Ma prima di presentarvi il materiale interessante che ho trovato e che potrete utilizzare in classe con i vostri studenti, vorrei dedicare all’autore una breve introduzione proponendo la biografia tratta dal sito ufficiale dello scrittore: https://www.roalddahl.com:
About Roald Dahl
Roald Dahl was a spy, an ace fighter pilot, a chocolate historian and a medical inventor.
He was also the author of Charlie and the Chocolate Factory, Matilda, The BFG, and a treasury of original, evergreen, and beloved children’s books. He remains for many the world’s No. 1 storyteller.
Born in Llandaff, Wales, on 13th September 1916 to Norwegian parents, Harald Dahl and Sofie Magdalene Hesselberg, Dahl was named after Roald Amundsen, the Norwegian who had been the first man to reach the South Pole just four years earlier. A heroic start in life. But his early years were blighted by the tragic deaths of his older sister, Astri, and his father.
Wanting the best for her only son, his mother sent him to boarding school – first to St Peter’s, Weston-super-Mare; then, in 1929, to Repton – where many bizarre and memorable events would later be recounted in Boy. Pupils at Repton were invited to trial chocolate bars, a memory that stayed with Dahl throughout his life, inspiring Charlie and the Chocolate Factory.
School days happily behind him, Dahl’s lust for travel took him first to Canada, then to East Africa, where he worked for an oil company until the outbreak of World War Two. He enlisted in the Royal Air Force at 23 years old.
In September 1940, Dahl received severe injuries to his head, nose and back when his Gladiator crash-landed in the Western Desert. After six months recovering from his injuries in Alexandria he returned to action, taking part in The Battle of Athens. Later, after a posting to Washington, he supplied intelligence to MI6.
In 1953 Roald Dahl married the American actress, Patricia Neal, with whom he had five children. They divorced after 30 years, and he later married Felicity “Liccy” Crosland, who has furthered Roald’s legacy through the foundation of Roald Dahl’s Marvellous Children’s Charity and The Roald Dahl Museum and Story Centre.
In 1960 Roald helped invent the Wade-Dahl-Till valve, prompted by the need to alleviate the head injuries endured by his son after an accident in New York
There followed a burst of literary energy: in 1961 James and the Giant Peach was published in the US, followed by Charlie and the Chocolate Factory. Roald then wrote screenplays for the James Bond hit You Only Live Twice and Chitty Chitty Bang Bang, as well as adult novels such as Kiss Kiss. Fantastic Mr. Fox was published in 1970, the year before the film Willy Wonka and the Chocolate Factory was released. The rest of the decade saw the publication of many other classics, including Danny the Champion of the World, The Enormous Crocodile, and My Uncle Oswald.
Roald also enjoyed enormous success on television. Having already had his stories told in six episodes of the award winning US series Alfred Hitchcock Presents, his Tales of the Unexpected ran for several series between 1979 and 1988 in the UK.
In the early 1980s he published The Twits, Revolting Rhymes, The BFG and The Witches. There followed two autobiographical books: Boy, in 1984 and Going Solo, in 1986. Matilda was published in 1988, Esio Trot in 1990, and finally, in 1991, came the posthumous delight of The Minpins.
Roald Dahl died on 23 November 1990, aged 74. He was buried in the parish church of St Peter and St Paul in Great Missenden – the Buckinghamshire village where today The Roald Dahl Museum and Story Centre continues his extraordinary mission to amaze, thrill and inspire generations of children and their parents.
STEP 3 Charlie and the Chocolate factory
La biografia di Roald Dahl ci collega inevitabilmente ad uno dei suoi più famosi romanzi. “ Charlie e la fabbrica del cioccolato” poichè proprio come abbiamo letto :
“Pupils at Repton were invited to trial chocolate bars, a memory that stayed with Dahl throughout his life, inspiring Charlie and the Chocolate Factory”.
Di seguito propongo un lesson plan tradotto e leggermente modificato che si trova nel sito ufficiale dell’autore. All’interno del sito che consiglio vivamente di visionare è disponibile tantissimo materiale scaricabile ed utili lesson plan già confezionati che potrete somministrare direttamente o che potrete personalizzare a seconda delle esigenze e degli obiettivi della programmazione.
Alcune proposte :
LESSON PLAN 1
Il lesson plan che ho scelto di proporre è particolarmente indicato per una classe della scuola secondaria di primo grado. Porpone un lavoro sull’ascolto e sul riconoscimento dei vocaboli. Particolarmente indicato nella fase di studio degli aggettivi fisici e caratteriali e della produzione scritta o orale di descrizioni di persone o personaggi.
Il tema: l’identità.
Obiettivi: Descrizione di un personaggio del romanzo
(Building a picture of a character using descriptive language. To identify how a clever name can support the creation of a character)
Estratto: Capitolo 6 ‘The First Two Finders’ e Capitolo 8 ‘Two More Golden Tickets Found.’
THE FIRST TWO FINDERS (CHAPTER 6, PAGE 26)
The very next day, the first Golden Ticket was found. The finder was a boy called Augustus Gloop, and Mr Bucket’s evening newspaper carried a large picture of him on the front page. The picture showed a nine-year-old boy who was so enormously fat he looked as though he had been blown up with a powerful pump. Great flabby folds of fat bulged out from every part of his body, and his face was like a monstrous ball of dough with two small greedy currant eyes peering out upon the world.
TWO MORE GOLDEN TICKETS FOUND (CHAPTER 8, PAGE 36-38)
…the third ticket was found by a Miss Violet Beauregarde. There was great excitement in the Beauregarde household when our reporter arrived to interview the lucky young lady – cameras were clicking and flashbulbs were flashing and people were pushing and jostling and trying to get a bit closer to the famous girl. And the famous girl was standing on a chair in the living room waving the Golden Ticket madly at arm’s length as though she were flagging a taxi. She was talking very fast and very loudly to everyone, but it was not easy to hear all that she said because she was chewing so ferociously on a piece of gum at the same time. “I’m a gum chewer, normally,” she shouted, “but when I heard about these ticket things of Mr Wonka’s, I gave up gum and started on chocolate bars in the hope of striking lucky. Now, of course, I’m back on gum. I just adore gum. I can’t do without it. I munch it all day except for a few minutes at meal times when I take it out and stick it behind my ear for safekeeping. To tell you the truth, I simply wouldn’t feel comfortable if I didn’t have that little wedge of gum to chew on every moment of the day, I really wouldn’t. My mother says it’s not ladylike and it looks ugly to see a girl’s jaws going up and down like mine do all the time, but I don’t agree. And who’s she to criticize, anyway, because, if you ask me, I’d say that her jaws are going up and down almost as much as mine are just from yelling at me every minute of the day.”
Starter activity: Introduzione ad AUGUSTUS GLOOP
1 – Leggere ad alta voce l’estratto nel quale si presenta Augustus come primo vincitore del Golden Ticket
2 – Chiedere agli studenti di chiudere gli occhi e ascoltare attentamente la descrizione. Poi di disegnare un ritratto del personaggio.
3- Chiedere agli studenti di confrontare il proprio disegno con quello dei compagno di banco. Sono simili? Perchè si? perché no?
4 – Mostrare e leggere l’estratto sulla Lim e chiedere agli studenti quali frasi o parole sono più efficaci e quali modalità ha usato Roald Dahl per descrivere Augustus.
LESSON PLAN 2
Il second lesson plan che propongo proviene da una riflessione sul romanzo “ Matilda” ma può essere tranquillamente utilizzato in qualsiasi tipo di lezione dedicata al piacere della lettura e quindi applicata a diversi autori. Il lesson plan è stato modificato ed adattato ad un utilizzo più esteso e non circoscritto al romanzo Matilda ma applicabile ad altri romanzi.
Tema: Reading for pleasure
Obiettivo: capire il valore della lettura e apprezzare diversi generi letterari e diversi autori
Estratto: Matilda, The Reader of Books (pages 11–12)
THE READER OF BOOKS (PAGES 11-12)
Within a week, Matilda had finished Great Expectations which in that edition contained four hundred and eleven pages. ‘I loved it,’ she said to Mrs Phelps. ‘Has Mr Dickens written any others?’ ‘A great number,’ said the astounded Mrs Phelps. ‘Shall I choose you another?’ Over the next six months, under Mrs Phelps’s watchful and compassionate eye, Matilda read the following books: Nicholas Nickleby by Charles Dickens Oliver Twist by Charles Dickens Jane Eyre by Charlotte Brontë Pride and Prejudice by Jane Austen Tess of the D’Urbervilles by Thomas Hardy Gone to Earth by Mary Webb Kim by Rudyard Kipling The Invisible Man by H. G. Wells The Old Man and the Sea by Ernest Hemingway The Sound and the Fury by William Faulkner The Grapes of Wrath by John Steinbeck The Good Companions by J. B. Priestley Brighton Rock by Graham Greene Animal Farm by George Orwell It was a formidable list and by now Mrs Phelps was filled with wonder and excitement, but it was probably a good thing that she did not allow herself to be completely carried away by it all. Almost anyone else witnessing the achievements of this small child would have been tempted to make a great fuss and shout the news all over the village and beyond, but not so Mrs Phelps. She was someone who minded her own business and had long since discovered it was seldom worth while to interfere with other people’s children.
Preparazione: Per questa lezione gli studenti dovranno portare a scuola il loro libro preferito.
Activity: MY FAVOURITE BOOK
- Chiedere agli studenti di portare a scuola il loro libro preferito. Avranno 5 minuti per condividerlo con i compagni e convincerli a leggerlo.
“Children should be encouraged to use as many persuasive techniques as possible (e.g. emotive language, passionate speech). They should also remember to talk about the key reasons that they love the book that they have chosen. For example, do they identify with the main character? Do they find it funny? Do they like the tone of the story? The most persuasive pupil should present his or her book to the whole class!”
È docente di lingua inglese e francese presso la scuola secondaria “ A. Chieppi” di Parma. Referente e docente per le certificazioni Esol University of Cambridge e Trinity College e per le certificazioni Delf con Alliance Francaise. Ha collaborato alla stesura del testo “Make it” per la scuola secondaria con Cambridge University Press. Fa parte di un gruppo di lavoro Miur “Orientamente” che cura la didattica per l’orientamento e la progettazione di strumenti didattici. Ha curato l’introduzione della didattica Clil come referente per le lingue all’interno di un progetto verticale.