Social inclusion through creativity 2018-1-RO01-KA229-049590_1

Erasmus+ KA229_Social inclusion through creativity 2018-2020 Project Reference 2018-1-RO01-

KA229-049590_1 Project funded by the European Union

Scoala Gimnaziala Sfantul Apostol Andrei (Buzau - Romania)

Zespol Szkolno-Przedszkolny w Slowiku -Poland

I.C. Pontecagnano Sant’Antonio – Italy

General Secondary School “Nikolay Katranov” - Bulgaria

24st Primary School Heraklion – Greese

The professional education associations began working in 1987 to develop standards for teacher

competence in student assessment out of concern that the potential educational benefits of student

assessments be fully realized. The Committee[1] appointed to this project completed its work in

1990 following reviews of earlier drafts by members of the measurement, teaching, and teacher

preparation and certification communities. Parallel committees of affected associations are

encouraged to develop similar statements of qualifications for school administrators, counselors,

testing directors, supervisors, and other educators in the near future. These statements are intended

to guide the preservice and inservice preparation of educators, the accreditation of preparation

programs, and the future certification of all educators.

A standard is defined here as a principle generally accepted by the professional associations

responsible for this document. Assessment is defined as the process of obtaining information that is

used to make educational decisions about students, to give feedback to the student about his or her

progress, strengths, and weaknesses, to judge instructional effectiveness and curricular adequacy,

and to inform policy. The various assessment techniques include, but are not limited to, formal and

informal observation, qualitative analysis of pupil performance and products, paper-and-pencil tests,

oral questioning, and analysis of student records. The assessment competencies included here are

the knowledge and skills critical to a teacher's role as educator. It is understood that there are many

competencies beyond assessment competencies which teachers must possess.

By establishing standards for teacher competence in student assessment, the associations subscribe

to the view that student assessment is an essential part of teaching and that good teaching cannot

exist without good student assessment. Training to develop the competencies covered in the

standards should be an integral part of preservice preparation. Further, such assessment training

should be widely available to practicing teachers through staff development programs at the district

and building levels.

The standards are intended for use as:

a guide for teacher educators as they design and approve programs for teacher preparation

a self-assessment guide for teachers in identifying their needs for professional development in

student assessment

a guide for workshop instructors as they design professional development experiences for in-service

teachers

an impetus for educational measurement specialists and teacher trainers to conceptualize student

assessment and teacher training in student assessment more broadly than has been the case in the

past.

The standards should be incorporated into future teacher training and certification programs.

Teachers who have not had the preparation these standards imply should have the opportunity and

support to develop these competencies before the standards enter into the evaluation of these

teachers.

The Approach Used To Develop The Standards

The members of the associations that supported this work are professional educators involved in

teaching, teacher education, and student assessment. Members of these associations are concerned

about the inadequacy with which teachers are prepared for assessing the educational progress of

their students, and thus sought to address this concern effectively. A committee named by the

associations first met in September 1987 and affirmed its commitment to defining standards for

teacher preparation in student assessment. The committee then undertook a review of the research

literature to identify needs in student assessment, current levels of teacher training in student

assessment, areas of teacher activities requiring competence in using assessments, and current

levels of teacher competence in student assessment.

The members of the committee used their collective experience and expertise to formulate and then

revise statements of important assessmen

t competencies. Drafts of these competencies went through several revisions by the Committee

before the standards were released for public review. Comments by reviewers from each of the

associations were then used to prepare a final statement.

The Scope of a Teacher's Professional Role and Responsibilities for Student Assessment

There are seven standards in this document. In recognizing the critical need to revitalize classroom

assessment, some standards focus on classroom-based competencies. Because of teachers' growing

roles in education and policy decisions beyond the classroom, other standards address assessment

competencies underlying teacher participation in decisions related to assessment at the school,

district, state, and national levels.

The scope of a teacher's professional role and responsibilities for student assessment may be

described in terms of the following activities. These activities imply that teachers need competence

in student assessment and sufficient time and resources to complete them in a professional manner.

Activities Occurring Prior to Instruction

(a) Understanding students' cultural backgrounds, interests, skills, and abilities as they apply across a

range of learning domains and/or subject areas;

(b) understanding students' motivations and their interests in specific class content;

(c) clarifying and articulating the performance outcomes expected of pupils; and

(d) planning instruction for individuals or groups of students.

Activities Occurring During Instruction

(a) Monitoring pupil progress toward instructional goals;

(b) identifying gains and difficulties pupils are experiencing in learning and performing;

(c) adjusting instruction;

(d) giving contingent, specific, and credible praise and feedback;

(e) motivating students to learn; and

(f) judging the extent of pupil attainment of instructional outcomes.

Activities Occurring After The Appropriate Instructional Segment (e.g. lesson, class, semester, grade)

(a) Describing the extent to which each pupil has attained both short- and long-term instructional

goals;

(

b) communicating strengths and weaknesses based on assessment results to students, and parents

or guardians;

(c) recording and reporting assessment results for school-level analysis, evaluation, and decision-

making;

(d) analyzing assessment information gathered before and during instruction to understand each

students' progress to date and to inform future instructional planning;

(e) evaluating the effectiveness of instruction; and

(f) evaluating the effectiveness of the curriculum and materials in use.

Activities Associated With a Teacher's Involvement in School Building and School District Decision-

Making

(a) Serving on a school or district committee examining the school's and district's strengths and

weaknesses in the development of its students;

(b) working on the development or selection of assessment methods for school building or school

district use;

(c) evaluating school district curriculum; and

(d) other related activities.

Activities Associated With a Teacher's Involvement in a Wider Community of Educators

(a) Serving on a state committee asked to develop learning goals and associated assessment

methods;

(b) participating in reviews of the appropriateness of district, state, or national student goals and

associated assessment methods; and

(c) interpreting the results of state and national student assessment programs.

Each standard that follows is an expectation for assessment knowledge or skill that a teacher should

possess in order to perform well in the five areas just described. As a set, the standards call on

teachers to demonstrate skill at selecting, developing, applying, using, communicating, and

evaluating student assessment information and student assessment practices. A brief rationale and

illustrative behaviors follow each standard.

The standards represent a conceptual framework or scaffolding from which specific skills can be

derived. Work to make these standards operational will be needed even after they have been

published. It is also expected that experience in the application of these standards should lead to

their improvement and further development.

Standards for Teacher Competence in Educational Assessment of Students

1. Teachers should be skilled in choosing assessment methods appropriate for instructional

decisions.

Skills in choosing appropriate, useful, administratively convenient, technically adequate, and fair

assessment methods are prerequisite to good use of information to support instructional decisions.

Teachers need to be well-acquainted with the kinds of information provided by a broad range of

assessment alternatives and their strengths and weaknesses. In particular, they should be familiar

with criteria for evaluating and selecting assessment methods in light of instructional plans.

Teachers who meet this standard will have the conceptual and application skills that follow. They will

be able to use the concepts of assessment error and validity when developing or selecting their

approaches to classroom assessment of students. They will understand how valid assessment data

can support instructional activities such as providing appropriate feedback to students, diagnosing

group and individual learning needs, planning for individualized educational programs, motivating

students, and evaluating instructional procedures. They will understand how invalid information can

affect instructional decisions about students. They will also be able to use and evaluate assessment

options available to them, considering among other things, the cultural, social, economic, and

language backgrounds of students. They will be aware that different assessment approaches can be

incompatible with certain instructional goals and may impact quite differently on their teaching.

Teachers will know, for each assessment approach they use, its appropriateness for making decisions

about their pupils. Moreover, teachers will know of where to find information about and/or reviews

of various assessment methods. Assessment options are diverse and include text- and curriculum-

embedded questions and tests, standardized criterion-referenced and norm-referenced tests, oral

questioning, spontaneous and structured performance assessments, portfolios, exhibitions,

demonstrations, rating scales, writing samples, paper-and-pencil tests, seatwork and homework,

peer- and self-assessments, student records, observations, questionnaires, interviews, projects,

products, and others' opinions.

2. Teachers should be skilled in developing assessment methods appropriate for instructional

decisions.

While teachers often use published or other external assessment tools, the bulk of the assessment

information they use for decision-making comes from approaches they create and implement.

Indeed, the assessment demands of the classroom go well beyond readily available instruments.

Teachers who meet this standard will have the conceptual and application skills that follow.

Teachers will be skilled in planning the collection of information that facilitates the decisions they

will make. They will know and follow appropriate principles for developing and using assessment

methods in their teaching, avoiding common pitfalls in student assessment. Such techniques may

include several of the options listed at the end of the first standard. The teacher will select the

techniques which are appropriate to the intent of the teacher's instruction.

Teachers meeting this standard will also be skilled in using student data to analyze the quality of

each assessment technique they use. Since most teachers do not have access to assessment

specialists, they must be prepared to do these analyses themselves.

3. The teacher should be skilled in administering, scoring and interpreting the results of both

externally-produced and teacher-produced assessment methods.

It is not enough that teachers are able to select and develop good assessment methods; they must

also be able to apply them properly. Teachers should be skilled in administering, scoring, and

interpreting results from diverse assessment methods.

Teachers who meet this standard will have the conceptual and application skills that follow. They will

be skilled in interpreting informal and formal teacher-produced assessment results, including pupils'

performances in class and on homework assignments. Teachers will be able to use guides for scoring

essay questions and projects, stencils for scoring response-choice questions, and scales for rating

performance assessments. They will be able to use these in ways that produce consistent results.

Teachers will be able to administer standardized achievement tests and be able to interpret the

commonly reported scores: percentile ranks, percentile band scores, standard scores, and grade

equivalents. They will have a conceptual understanding of the summary indexes commonly reported

with assessment results: measures of central tendency, dispersion, relationships, reliability, and

errors of measurement.

Teachers will be able to apply these concepts of score and summary indices in ways that enhance

their use of the assessments that they develop. They will be able to analyze assessment results to

identify pupils' strengths and errors. If they get inconsistent results, they will seek other explanations

for the discrepancy or other data to attempt to resolve the uncertainty before arriving at a decision.

They will be able to use assessment methods in ways that encourage students' educational

development and that do not inappropriately increase students' anxiety levels.

4. Teachers should be skilled in using assessment results when making decisions about individual

students, planning teaching, developing curriculum, and school improvement.

Assessment results are used to make educational decisions at several levels: in the classroom about

students, in the community about a school and a school district, and in society, generally, about the

purposes and outcomes of the educational enterprise. Teachers play a vital role when participating

in decision-making at each of these levels and must be able to use assessment results effectively.

Teachers who meet this standard will have the conceptual and application skills that follow. They will

be able to use accumulated assessment information to organize a sound instructional plan for

facilitating students' educational development. When using assessment results to plan and/or

evaluate instruction and curriculum, teachers will interpret the results correctly and avoid common

misinterpretations, such as basing decisions on scores that lack curriculum validity. They will be

informed about the results of local, regional, state, and national assessments and about their

appropriate use for pupil, classroom, school, district, state, and national educational improvement.

5. Teachers should be skilled in developing valid pupil grading procedures which use pupil

assessments.

Grading students is an important part of professional practice for teachers. Grading is defined as

indicating both a student's level of performance and a teacher's valuing of that performance. The

principles for using assessments to obtain valid grades are known and teachers should employ them.

Teachers who meet this standard will have the conceptual and application skills that follow. They will

be able to devise, implement, and explain a procedure for developing grades composed of marks

from various assignments, projects, inclass activities, quizzes, tests, and/or other assessments that

they may use. Teachers will understand and be able to articulate why the grades they assign are

rational, justified, and fair, acknowledging that such grades reflect their preferences and judgments.

Teachers will be able to recognize and to avoid faulty grading procedures such as using grades as

punishment. They will be able to evaluate and to modify their grading procedures in order to

improve the validity of the interpretations made from them about students' attainments.

6. Teachers should be skilled in communicating assessment results to students, parents, other lay

audiences, and other educators.

Teachers must routinely report assessment results to students and to parents or guardians. In

addition, they are frequently asked to report or to discuss assessment results with other educators

and with diverse lay audiences. If the results are not communicated effectively, they may be misused

or not used. To communicate effectively with others on matters of student assessment, teachers

must be able to use assessment terminology appropriately and must be able to articulate the

meaning, limitations, and implications of assessment results. Furthermore, teachers will sometimes

be in a position that will require them to defend their own assessment procedures and their

interpretations of them. At other times, teachers may need to help the public to interpret

assessment results appropriately.

Teachers who meet this standard will have the conceptual and application skills that follow.

Teachers will understand and be able to give appropriate explanations of how the interpretation of

student assessments must be moderated by the student's socio-economic, cultural, language, and

other background factors. Teachers will be able to explain that assessment results do not imply that

such background factors limit a student's ultimate educational development. They will be able to

communicate to students and to their parents or guardians how they may assess the student's

educational progress. Teachers will understand and be able to explain the importance of taking

measurement errors into account when using assessments to make decisions about individual

students. Teachers will be able to explain the limitations of different informal and formal assessment

methods. They will be able to explain printed reports of the results of pupil assessments at the

classroom, school district, state, and national levels.

7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate

assessment methods and uses of assessment information.

Fairness, the rights of all concerned, and professional ethical behavior must undergird all student

assessment activities, from the initial planning for and gathering of information to the

interpretation, use, and communication of the results. Teachers must be well-versed in their own

ethical and legal responsibilities in assessment. In addition, they should also attempt to have the

inappropriate assessment practices of others discontinued whenever they are encountered.

Teachers should also participate with the wider educational community in defining the limits of

appropriate professional behavior in assessment.

Teachers who meet this standard will have the conceptual and application skills that follow. They will

know those laws and case decisions which affect their classroom, school district, and state

assessment practices. Teachers will be aware that various assessment procedures can be misused or

overused resulting in harmful consequences such as embarrassing students, violating a student's

right to confidentiality, and inappropriately using students' standardized achievement test scores to

measure teaching effectiveness.

First lesson

“What do you do every day”

Daily Routines & Times of the Day

General:

Time: 40 mins - 1 hour

Objectives: Using the present simple tense to talk about daily routines and different

times of the day

Structures: "I ... at (8 o'clock in the morning)" "What time do you ...?"

"When do you ...?"

Target Vocab: morning, afternoon, evening, night, wake up, get up, eat breakfast, eat lunch, eat dinner, go to school, start school, go home, arrive home,

watch TV, do homework, go to bed

New Learning and Practice:

1. Introduce 4 times of the day: morning, afternoon, evening and night 2. Play "Times of the day boxes" game 3. Create a "Times of the Day" chart on the board 4. Add times to the "Times of the Day" chart 5. Play the "Daily Routines Memory Game" 6. Do the "What time do you ...? (Survey)" exercise 7. Daily Routines Theater 8. Read classroom reader "Tom's Cat"

Lesson Procedure:

Warm Up and Maintenance:

See our "Warm Up & Wrap Up" lesson sheet.

New Learning and Practice:

1. Introduce 4 times of the day: morning, afternoon, evening and night Quickly introduce the 4 words by drawing a picture on the board:Draw a simple house with a tree next to it and a horizon. • Then draw a sun just rising over the horizon. Teach/Elicit "morning" and chorus 3 times.

• Next, erase the sun and draw the sun high up in the sky and teach/elicit/chorus "afternoon". • Then draw the sun low in the sky on the other side of the house for "evening" • And finally a moon and stars for "night"

Next erase the moon and starts and invite a student up to the board. Say, "Draw afternoon". Help if necessary and have the student draw the sun high in the sky. Erase the sun and invite other students to draw the other times of the day.

2. Play "Times of the day boxes" game

You will need to prepare 5 cardboard boxes and print the flashcards for morning, afternoon, evening, night, wake up, get up, eat breakfast, eat lunch, eat dinner, go to school, start school, go home, arrive home, watch TV, do homework, go to bed. You can also add some other flashcards for daily routines, such as brush teeth, play video games, etc. The more flashcards, the better.

On 4 of the boxes, stick one of the morning, afternoon, evening and night flashcards on the outside of each and place in different corners of your classroom. In the remaining box put lots of small objects, e.g. balls, bean bags, blocks, etc. and place in the middle of the classroom.

Model the activity: hold up one of the flashcards (e.g. "get up") - say the word "get up". Then pick up an object from the object box and point to the 4 boxes around the room. Ask "Which one?" and then go and drop the object into the morning box. Say "morning" as you drop the object into the box. Now let's start the game. Hold up a flashcard (any from the daily routines set) and shout out the verb (e.g. eat dinner).

Get everyone to come up together, pick up an object and drop it in

3. Create a "Times of the Day" chart on the board

If you don't have a board, you can use a large sheet of paper stuck to your wall. Draw a vertical and horizontal line to create 4 equal squares and title each square with "in the morning", "in the afternoon", "in the evening" and "at night" (see image below).

Have your students copy the chart into their notebooks or onto a sheet of paper.

Next, your students are going to stick the daily routines flashcards onto the board. First model: take a random flashcard and show it to the class. Elicit the word (e.g. "wake up") and stick it into the "in the morning" section of your board. Write "I wake up" next to it. Have your students write "I wake up" into the corresponding square on their charts.

Then have different students come up to you and select a card (hold face down, fanned out, like a card trick). Have them stick the cards onto the board in the right section. For more advanced students you can help them write each sentence, otherwise the teacher can write the sentences next to the cards. Each time, have students copy onto their charts. Continue until all of the cards are on the board with sentences:

4. Play the "Daily Routines Memory Game" Erase the chart from the board and take off the flashcards. Put students in pairs and get them to swap charts. Students are going to test each other on the times they do things.

Make sure you model with 2 students first:

Student A: selects a sentence on Student B's worksheet (e.g. I do homework at 6 o'clock). S/He does the action of doing homework (e.g. writing in an imaginary notebook).

Student B: must guess the action and say the exact sentence on their chart (e.g. "I do homework at 6 o'clock in the evening").

Then it is Student B's turn to select a sentence and do the action. Pairs keep going until they have done all of the sentences on their charts. Make sure students don't allow their partners to get away with mistakes - if they get the time wrong, make them guess again!

5. Do the "What time do you ...? (Survey)" exercise

Give each student the survey worksheet and explain that they are going to ask 6 people in the class (or less, depending on class size) about their daily routines on school days. Before starting, go through the survey sheet with everyone and make sure they write an additional activity on the last row. Then model with a student, showing writing their name at the top of the column and asking and answering questions using the following structure:

Student A: What time do you (wake up)? Student B: I (wake up) at (7 o'clock) (in the morning).

Have students stand up and mingle, filling in their surveys.

Wrap Up:

1. Assign Homework: "My Day 3" worksheet.

2. Wrap up the lesson with some ideas from our "Warm Up & Wrap Up" lesson sheet.

Second lesson Topic: Fairy tales in the Bulgarian folk creativity "The Three Brothers and the Golden Apple" Type of lesson: for new knowledge Method: talk Goal Type: 1. Educational goal Students learn about what fairy tales are, what their characters are, what the nature of fairy tales is, and what differentiates them and approaches myths. 2. Developmental goal To develop in students the skills to distinguish the Bulgarian magical ones Tales from the myths, to develop in students the sense of what is the idea of the folklore Bulgarian man for gender and family. 3. Educational goal To nurture typical Bulgarian values and values virtues, to draw students' attention to their meaning the importance of family, home and heritage. Course of the lesson: Recalling material from previous lessons. 1.What is the common between myths and folklore? 2.What do you know about myths? 3. What do you know about folklore? How does it arise? What does folklore creativity contain? Checking homework Schedule individual episodes of the work in order to determine if the students have correctly understood the content of the lesson and what the characters are in the work. 1.Folk fairy tale-folk genre based on fictional characters and events. Questions: 1.What is most often told in folklore? 2.What are the characters in folk tales? 3.How do folklore stories most often start? 4.And how does it end? 2.Types of fairy tales: Questions: 1.What type of stories do you think of? 2. What do you think animal stories are? What story do you think of? 3. What do you think are everyday tales? What story do you think of? 4.What do you think are magic tales? Which magic tales do you think of? a) tales of animals b) everyday tales c) fairy tales 3. Features of fairy tales. a) fairy tales are not sacred texts

b) hero-magical creatures (c) the test Why is it important for the three brothers to protect the golden apple? d) dedication to maturity What is a symbol Does anyone know what a symbol is? In most fairy tales, we encounter symbolic images. A symbol is a multifaceted image with a figurative meaning — an object, a sign, or an action that serves as a conditional sign of an idea. knowledge. (e) the symbol of the apple (f) the symbol of the tree What do you think the apple and the tree symbolize? The apple in the mythologies of different peoples is associated with health and immortality. The fruits of the apple tree symbolize fertility, knowledge, wisdom and abundance. In ancient times, the apple was believed to have magical power. 4.Characters in fairy tales: a) the protagonist who endures the ordeal, overcomes the hardships, overcomes the evil and finally achieves his happiness. b) the false hero wants to achieve happiness without the necessary qualities c) the pest-enemy of the hero, whom he fights while doing good. d) the donor-grandmother, the eagles, the king, the girl. e) magic helper-ring f) sender g) king's daughter or king (object sought) The Three Brothers and the Golden Apple is a fairy tale that is presented form students of 5th grade.

Third lesson Subject: Vegetative organs - leaf 1. Objectives of the lesson: • to form the term sheet • to improve students' skills in working with microscopic preparations and microscopy • to develop students' ability to work with visual materials / herbarium / After learning the topic, students can: • They name the vegetative organs • Recognize leaf types • Describe the inside and outside of the sheet • Explains the relationship between the device and the sheet functions 2. Form of organization: a lesson in new knowledge 3. Organization of cognitive activity: 3.1 Lesson plan: 1. External device per sheet 1.1 according to the attachment of the leaf blade to the stem with leaf handles sat down 1.2 according to the number of leaf petals attached to one leaf peduncle I'm sorry

complicated according to the leaf blade vein with mesh with arcuate vein

with parallel vein 1.4 according to the shape of the leaf petal Ло needle-like

elliptical Гли round

ribbon-shaped, etc. 1.5 according to the leaflet

Consistently the opposite vertebral foliage

2. Inner sheet device 2.1 Epidermis 2.2 Basic tissue 2.3 Conductor bundle 3. Sheet Functions 3.1 photosynthesis 3.2 transpiration 3.3 breathing 3.2 Methods: storytelling, conversation, observation 3.3 Visual aids: herbarium, non-perishable microscopic preparations, 3D models of internal sheet device 3.4 Course of the lesson: Teacher activity Student activity 1. I update the knowledge about forage plants, vegetative and propagating organs, internal and external root and stem structure. 2. I motivate students to absorb new content by revealing the meaning of the vegetative organ sheet. I introduce the new theme and write it on the board. I define the leaf as a vegetative organ and record the first point of the plan on the board. I arrange herbarium monitoring to determine the variety of leaves and their external arrangement. After examining the types of leaves, what is said is systematized by writing down the points of the species according to their characteristics. 3. I write down the second point of the plan - Internal arrangement of the leaf and move on to the second task - to examine the microscopic preparations and determine the tissue forming the leaves. 4. I record the third point - Sheet Functions, by presenting the process of transpiration and photosynthesis through 3D animation, making a connection between the device and the functions of the sheet. 5. I summarize the inner and outer arrangement of the leaf and its functions, set homework assignments and the next lab lesson. 1. Define the terms - feed plant, vegetative organ, breeding organ. Participate in the conversation by answering the questions asked.

2. They record the topic of the lesson, the first point of the plan and work on the task assigned to the visual materials. Participate in discussion of the external device, record the points of the plan, draw schematic drawings. 3. Record the second point of the plan, observe and participate in the discussion of the internal arrangement of the sheet. They record the main tissues they have observed, make a schematic drawing representing the internal arrangement of a sheet. 4. They record a third point of discharge, observe the animation, participate in a conversation clarifying the connection between the device and the functions of the leaf as a vegetative organ. 5. Note the homework assignments and record the materials to prepare for lab work over the next hour.

Fourth lesson Тheme Bulgaria under King Simeon the Great Type of lesson: for new knowledge Purpose: to form knowledge of the reign of King Simeon, the historically considered meaning of this historical period. Tasks: -Educational -pupils to get acquainted with the historical personality of a king Simeon - to understand and understand the management of Simeon the Great -to know the historical period - work with historical map and didactic materials - educational - education of patriotism and national awareness accessories - nurturing teamwork skills - education of tolerance in communication with others - corrective - Enriching students' perceptions - development of speech and enrichment of vocabulary - stimulation of thought processes Didactic materials: -Portrait photos of Boris and Simeon - recording a song -map made by the teacher / outline of present-day Bulgaria, cardboard in yellow with the outline of Bulgaria before Simeon, and orange outlines of the territories acquired during his reign / -individual cards for each student -6 plastic soldiers-3-3 different colors Methods: - talk -explanation

-reproduction -independent work Requirements: Two classes to be assembled, students to be circled around them so that they can work with the card. The lesson begins with a talk on Boris, baptism, and writing as the work of his life. His portrait is put on the black board and it is concluded that he is a great Bulgarian. A map of present-day Bulgaria is put on both ranks / the model indicated in the textbook can be used for its elaboration /. The students are discussed that these are the borders of Bulgaria today, but before Simeon the Great it looked differently, then uses the yellow outline of Bulgaria / by the overlay method /, using the Black Sea as a support, the students do the same on their cards. The lesson is gradually being introduced, with the use of soldiers (they are divided into 3 Bulgarian and foreign troops), and any military action undertaken by Simeon the Great is reflected on the map with these soldiers, with the places of great victories being marked with flags . -North with the Hungarians - they enter Thrace -expansion to the Adriatic Sea - reaching Constantinople -the Battle of Aheloy - accession of Serbia - again at Constantinople After the battles of Simeon are exposed, orange cards are taken, and they are fixed on the card, the students in theirs. Following is a talk on How did Bulgaria look at Simeon the Great? -the three seas - much to the north of the Danube River -most to Constantinople the teacher draws attention to the fact that Bulgaria is a large and powerful state and Simeon proclaims himself king, he also appoints a Bulgarian patriarch. Following is the listening and performing of the Bosphorus 1. Byzantium breaks peace with Bulgaria 2.New Wars with Byzantium 3. Victory at Aheloy 4. New victories of the Bulgarians. The plan is introduced before the song, as the lesson is practical.

Fifth lesson IT lesson - V class I. Lesson topic: Internet. Rules for safe networking II. Type of lesson: exercise III. Aims of the lesson: 1. Ideas and values: • Students understand that the Internet is a network without which human daily activity is unthinkable. • Understand the essence of safe internet surfing and the importance of adhering to safe working rules. 2. Skills and competences:

The

student: • Knows basic Internet services. • Indicates the specifics of each service. • Decides how to respond to different situations from daily communication on the network. • Knows and obeys safe surfing rules. 3. Concepts and new words: No new concepts - surfing, cybersecurity, personal information. IV. Highlights 1. What is the Internet? 2. Basic internet services 3. Browser and Web site usage 4. Interesting facts about the history and development of the Internet V. Methods 1. Discussion 2. Group work - completing a test for safe work on the Internet 3. Interactive methods

5. Use of an educational card developed on the Kahoot training platform VI. Independent work: Completing the test VII. Didactic means: 1. Textbook for 5th grade, Anubis Publishing House Sofia 2. Online presentation with the tool https://genial.ly/ 3. Online platform for interactive image maps https://www.thinglink.com/ 4. Online test and feedback platforms https://socrative.com/ and https://learningapps.org/

https://learningapps.org/