Matija Gubec International School Zagreb
MYP 1
Language A
English
1
MYP1: ENGLISH
Unit 1: Autobiographies
Through various creative writing activities and after reading extracts, biographies and diaries the students will
learn different techniques of writing. They will learn how to make their writing more creative, interesting and
‘’vivid’’ using techniques such as ‘’exploding the moment’’ and ‘’painting a picture with words’’.
Unit Question: How can a reader become immersed in a piece of writing?
Area of Interaction: AtL, HI
Main Content Addressed:
•
Reading and analyzing the following works of writing
o
W. Churchill – My Early Childhood
o
R. Dahl – Boy
o
S. Townsend - Adrian Mole
•
Narrative and other perfect tenses
•
Using the acquired knowledge in different writing (diary entries, poems, creative essays)
Unit 2: Racism and tolerance
After reading various short stories, famous speeches and a book the students will learn the importance of
tolerance. They will explore the topic of racial segregation in the past but see that unfortunately it is still present
today. Through various activities (creative writing, presentations…) they will try to inspire their peers to be
more tolerant and act positively in making the world a better place.
Unit Question: How can we make the world a more tolerant place?
Area of Interaction: AtL, C&S
Main Content Addressed:
•
2
Reading and analyzing the following
o
Martin Luther King Jr. – ‘’I have a dream’’
o
M. D. Taylor – The Gold Cadillac
o
Sh. Flake – The Skin I’m in
•
using the acquired knowledge in different writing (poems, creative essays, speeches)
•
creating a brochure and presenting the diversity and rich cultural heritage of our planet
Unit 3: Autism
After reading a book, watching a movie and doing various research work the students will learn about autism
and what life is like for people who have autism but also for the people around them. They will present what
they have learned to lower grades.
Unit Question: What is life like for people with autism?
Area of Interaction: ATL, C&S
Main Content Addressed:
•
Learning about autism in general and about different kinds of autism. The students will have some prior
knowledge as last year’s myp1 students presented the topic to them.
•
Reading and analyzing the following works of writing
o
•
M. Haddon – The Curious Incident of the Dog in the Night-Time
Watching and analyzing the following movies
o
Rain Man
Unit 4: The detective genre
As a follow up to M. Haddon’s ‘’The Curious Incident of the Dog in the Night-Time’’ the students will be
introduced to the detective genre in literature. They will present a favourite detective of theirs and try to write a
short detective story. They will learn the importance of atmosphere and creating suspense in this kind of writing.
Unit Question: How do I create suspense in writing?
Area of Interaction: ATL, HI
Main Content Addressed:
•
After reading some short detective stories the students will learn the role of suspense in this
kind of writing.
•
Reading and analyzing the following works of writing:
o G. Greene – The Case for the Defence
o A detective book of choice
•
Oral (PowerPoint) presentation of their favourite detective
3
Matija Gubec International School Zagreb
MYP 2
Language A
English
4
MYP 2: ENGLISH
Unit 1: Incredible Journeys
The students will use language to narrate, describe, explain and express feelings. They will follow the
content and style of the authors to produce a piece of written work on the topic of “One of a kind
journey I will never forget” using all the narrative tenses.
Unit Question: Why is it important to go places?
Area of Interaction: AtL, C&S
Main content addressed:
Elizabeth Ernest: Hope Leaves Jamaica
Zlata Filipovic: Zlata’s Diary
Jules Verne: Journey Around the World in Eighty Days
Narrative Tenses
Unit 2: Risky Business
The students will read two different dangerous exploration/adventure accounts and a humorous story
of two people working together with the emphasis on different figures of speech. These figures of
speech used in writing to convey meaning or heighten the effect often by comparing or identifying one
thing with another, that has a meaning or connotation familiar to the reader.
Unit Question: What is driving people to explore the unknown or go on risky adventures?
Area of Interaction: Atl, Environments
Main content addressed:
Earnest Shackelton: South
Christina Dodwell: An African Adventure
Robin Klein: The Two Chefs
Figures of Speech: Metaphor, Simile, Personification, Hyperbole
5
Unit 3: Turning Point
The students will be introduced to the different poetic techniques through a poem whose main
character is at his life crossroads. They will write an account of an event that has in a way marked
their life for the better of worse, incorporating conditional sentences in the appropriate situation.
Unit Question: How do certain past events change the course of our lives?
Area of Interaction: AtL, H&SE
Main content addressed:
Walter de la Mare: The Listeners (poem)
Repetitions in poetry: Alliteration, Assonance, Sibilance and Onomatopoeia
Conditional Sentences: First, Second, Third and Mixed Type
Frances Hodgson Burnett: The Secret Garden
Unit 4: It takes all sorts (to make a world)
The students will come up with as many personality adjectives as possible having certain letters in
the words given. The two pieces of literature will lead into a discussion on what people are like and
what drives them to behave that way. The students will write a story having the sub-stories from A
Pack of Lies as a model
Unit Question: How do we perceive ourselves and other people?
Area of Interaction: AtL, H&SE
Main content addressed:
Personality adjectives
Present and Past Regrets (I wish/If only)
Saki: The Open Window (short story)
Robert Swindells: In the Nick of Time
6
Unit 5: Wit and Wisdom
The students will make their list of famous quotes and explain their choices. They will write a story
having the sub-stories from A Pack of Lies as a model.
Unit Question: What and how do wise people teach us about life?
Area of Interaction: AtL, Environments
Main content addressed:
Famous quotes on different topics
Proverbs in English and their Croatian equivalents
Reported Speech: Reported Commands, Statements and Questions
Geraldine McCaughrean: A Pack of Lies
Unit 6: Myths and Legends
Unit Question: Why have myths and legends become timeless?
Area of Interaction: AtL
Main content addressed:
Old Wives Tales: Mrs Number Three
Causative HAVE/GET
MYP 1 Reading list:
Jules Verne: Journey Around the World in Eighty Days
Zlata Filipovic: Zlata’s Diary
Frances Hodgson Burnett: The Secret Garden
Geraldine McCaughrean: A Pack of Lies
Robert Swindells: In the Nick of Time
7
Matija Gubec International School Zagreb
MYP 3
Language A
English
8
MYP3: ENGLISH
Unit 1: Figurative language
Through various activities the students will learn how to detect and use various figures of speech. They will
start of by learning how to recognize various figures of speech and gradually, through numerous creative
writing exercises, they will learn how to incorporate them in their writing.
Unit Question: How do we ‘’paint a picture with words’’?
Area of Interaction: AtL, HI
Main Content Addressed:
•
Learn how to recognize and incorporate the following figures of speech in my writing:
o
Metaphor
o
Simile
o
Personification
o
Onomatopoeia
o
Hyperbole
o
Oxymoron
o
Idiom
o
Irony
Unit 2: Gothic elements in writing
The students will be introduced to gothic elements in traditional and modern literature. They will learn the
importance of tone, mood and setting and will explore different techniques of describing atmosphere in writing.
Unit Question: Why do they say that atmosphere in writing is a character in itself?
Area of Interaction: AtL, ENV
Main Content Addressed:
•
Reading and analyzing the following works of writing
o
B. Stoker – Dracula
o
Ch. Causley – The Ballad of Charlotte Dymond
o
E. A. Poe
Annabel Lee
The Tell Tale Heart
The Raven
o
J.R.R. Tolkien – The Hobbit
•
Using the acquired knowledge in different writing (diary entries, poems, creative essays)
9
Unit 3: Teaching tolerance through literature and media
After reading various books, watching a movie and two documentaries the students will learn the importance of
tolerance. They will see how literature and media can be used to inspire people to be more tolerant and act
positively in making the world a better place.
Unit Question: How can we make the world a more tolerant place?
Area of Interaction: ATL, C&S
Main Content Addressed:
•
Learning about racism, tolerance and the events leading up to and during the second world war. The
students will have prior knowledge as, at the same time these topics are being taught in history class.
•
Reading and analyzing the following works of writing
•
o
G. Orwell - Animal Farm
o
Anne Frank – The Diary of a Young Girl
o
W. Golding – Lord of the Flies
Watching and analyzing the following movies and documentaries
o
Anne Frank Remembered
o
Promises
o
The Freedom Writers
Unit 4: A short history of the English language
The English language is an ever-changing living organism. It has changed through time and has
affected the lives of millions of people around the world.
Unit Question: How has English changed through history and how has it positively and negatively
affected our lives?
Area of Interaction: ATL, ENV
Main Content Addressed:
10
•
The students will see how English has changed through different historical periods. They will
find out the characteristics and learn about the main written works of the language during the
early, middle and modern English periods.
•
Language death – what is it and what is the role of English in this negative phenomenon?
•
Dialects and slang
Matija Gubec International School Zagreb
MYP 1
Language A
Croatian
11
MYP1: Croatian A
Unit 1: Power to the People
Through my voice, other individuals and communities can also have a voice. This unit is about social
justice. Through activities of accessing, selecting and organizing information, we will discuss issues
(bias, weakness) and come to solutions through Croatian A. Students will develop their ability to use
reading strategies, their understanding of a range of content specific terminology, ability to analyze
the character development and theme in a story. They will build the persuasive language and their
Information Literacy considering referencing and citing sources. At the end of this unit, students will
understand that arguments can be presented verbally, visually and in writing.
Unit Question: What is worth fighting for/against?
Area of Interaction: AtL, HI
Main Content Addressed:
12
•
Odnos teme i motiva u književnome djelu
•
Pjesničke slike
•
Stilska izražajna sredstva: asonanca, aliteracija, ponavljanje
•
Vrste strofa
•
Znanstveno – fantastični roman
•
Opis otvorenoga i zatvorenoga prostora
•
V. Majer: Školski praznici
•
Z. Balog: Kad još ništa nisam znao
•
Stjepan Tomaš: Moj ratni dnevnik
•
Usmjereno čitanje / Krasnoslov
•
•
M. Ende: Čarobno zrcalo
Portret
•
•
UNICEF (Konvencija o pravima djeteta).
Kušan: Teška Melitina uloga
•
P. Kanižaj: Hrvatska domovina
•
Majetić: Huk valova, huk vremena
•
•
M. Dubac: Sličice iz …
Oscar Wilde: Sretni kraljević
•
Osobne zamjenice, Posvojne zamjenice, Povratna zamjenica, Povratno – posvojna zamjenica
•
Prepričavanje / Sažeto prepričavanje, Prepričavanje s promjenom gledišta, Stvaralačko
prepričavanje
•
Filmska izražajna sredstva
Unit 2: Danger or opportunity
Conflict is phenomenon which can instigate positive and negative change. Reading the literature on
conflicts, students will understand their own responsibilities and roles. They will develop their ability to
use reading strategies, their understanding of a range of content specific terminology, ability to
analyze the character development and theme in a story.
Unit Question: How can I help change the outcome of conflict?
Area of Interaction: AtL, HSE
Main Content Addressed:
•
N. Iveljić: Zlatan broš
•
J. Kozarac: Slavonska šuma
•
G. Kovačić: Petar Breški harmonikaš
•
M. Gavran: Rat u Hrvatskoj
•
Golub: Učiti djecu i učiti od djece
•
S. Mihalić: Kiša na Pagu
•
•
Raos: Zorna obuka
Karakterizacija likova
•
Interpretativno čitanje i krasnoslov.
•
Rečenični i pravopisni znakovi.
•
Krnji perfekt.
•
August Šenoa, Povjestice
•
Glagolski pridjev; radni i trpni, glagolska imenica sa završetkom –nje; infinitive
•
Povijesni roman
13
Unit 3: Virtual Realities
Unit Question: What do I need to consider in order to make the right choices to protect myself and
others (online)?
Through exploring rights and responsibilities concerning virtual world, students will learn how to be
safe (online). They will continue to develop understanding of different literary genres and text type,
their ability to interact with non – fiction text. Students will collaborate on, create, publish an animation.
Area of Interaction: AtL, HSE
Main Content Addressed:
•
Internet
•
Prezent i četiri prošla glagolska vremena
•
Z. Krilić: Ona i ja
•
T. Bilopavlović: Dnevnik
•
•
•
F. Mažuranić: Plaća
Ivana Brlić-Mažuranić: Priče iz davnine
V. Nazor: Medvjed Brundo
•
D. Miloš: Potraga za bojama
•
V. Nazor: Halugica
•
Dijalektno pjesništvo
•
D. Ivanišević: Moj did
•
M. Taritaš: Šum šumi
•
Imperativ
•
•
•
•
Kondicional prvi i drugi
Mark Twain.Kraljević i prosjak
F. Asiški: Hvalospjev stvorova
Razgovor
Unit 4: Presents from the Past
Unit Question: What elements of the past persists through time?
Through exploring universal topic, students will identify the influence of the past on our world today
developing their ability to respond to literature in an informed and reflective manner. They will develop
their research skills by completing hero/heroine task and their writing skills in writing an essay.
14
Area of Interaction: AtL, HI
Main Content Addressed:
•
D. Cesarić: Slavonija
•
Izražajna sredstva stripa: crtež, kvadrat, fabula prikazana kvadratima
•
C. S. Lewis: Kronike iz Narnije ( izbor)
•
T. Ujević: Ptići
•
Imenski predikat
•
Biblija: Mudrost Salomonova
•
Crtica, anegdota, vic; Vicevi i šale: Smijeh je lijek
•
Narodna: Margeta je žito žela
•
Usmena (narodna) književnost
•
D. Gervais: Moja zemja
•
L. Sepulveda: Priča o galebici
•
Latinica, glagoljica i ćirilica
•
Danijel Dragojević: Bajka o vratima
•
Erich Kastner: Lovačke priče
•
D. Tadijanović: Riječi zahvalnosti Suncu
15
Matija Gubec International School Zagreb
MYP 2
Language A
Croatian
16
MYP 2: Croatian A
Unit 1: Courageous Characters
Students will explore the concept of leadership. Cultures and communities can be defined by the
heroes and the leaders, they choose to represent them. Using Croatian A, student can be an active
contributor in the community. Students will build their skills in Narrative (Creative) writing technique
on topic: By the actions I take in my community - I am a hero, researching how are acts of courage
revealed in literature and informational text developing their ability to use factual information to come
to logical conclusions (inferencing and concluding). They will know to pair fictional story with a
courageous character with related informational text from the same historical time period.
Unit Question: Am I a “hero”?
Area of Interaction: AtL, C & S
Main Content Addressed:
•
Igrani fim i fimska priča; izr. sredstva; vrste igranoga filma
•
Ante Kovačić: Djetinjstvo Ivice Kičmanovića
•
Karakterizacije lika u književnome djelu - portret lika u književnome djelu i
motiviranost lika
•
Nejezična sredstva sporazumijevanja: mimikea i gestikulacija
•
S. Košutić: Samo srca
•
M. S. Mađer.: Rođeni, hajde
•
Oblici neodređenih,upitnih i odnosnih zamjenica
•
Izražajno kazivanje lirskih tekstova – krasnoslov
•
Teme lirskih pjesama
•
Metafora, hiperbola, gradacija
•
Značenjski odnosi među riječima: istoznačnice, bliskoznačnice, suprotnice
•
P. Pavličić: Magda i trešnjevački fantom
•
Kriminalistička pripovijetka/roman; motive, temu; osobine likova u pripovj. dj.
kriminalističke tematike
•
Dijalog u pripovijedanju u funkciji govorne karakterizacije lika te usmeno i pismeno
stvoranje dijaloga u funkciji karakterizacije lika
•
Vrste naglasaka u hrvatskome jeziku
•
V. Nazor: Anđeo u zvoniku - retrospekcija, autobiografska pripovijetka
•
Glagolski I imenički dodaci
17
•
Samoznačne (leksičke) i suznačne (gramatičke) riječi; razlikovati naglasnice i
nenaglasnice: prednaglasnice i zanaglasnice ( tipični primjeri); pravilno rabiti
prednaglasnice i zanaglasnice u izgovoru i pisanju; prepoznavati i pravilno izgovarati
naglašene i nenaglašene riječi.
•
Š. Š. Ćorić: Pjesma vrh pjesama - metafora, kontrast, epitet, refren, dijalektizam
Uočiti ideju u književnome djelu. Razlikovati ideju od pouke. Spoznati uloge riječi u
pjesničkom stilu
•
•
Pripovijedanje – usmeno I pisano
Opis u pripovijedanju
Unit 2: Who do you think you are? Express yourself!
Through different literary and non-literary texts, students will learn valuable life lessons through the
experience of others. Through Croatian A, we will respond with empathy to the experiences of others.
Students will understand that literature contains “messages” and “lessons”. They will begin to develop
their ability to Infer Meaning from texts.
Unit Question: How do we communicate our feelings and thoughts?
Area of Interaction: AtL, HI
Main Content Addressed:
•
•
S. Lice: Igračke protiv djece
Jednostavne rečenice, načini sklapanja reč. u složenu nizanjem, povezivanjem I
uvrštavanjem, veznička sredstva
18
•
I.G. Kovačić: Mrak na svijetlim stazama
•
Pripovijedanje – usmeno i pisano
•
Slijed događaja u pripovijednom djelu
•
Sastavna i rastavna rečenica, veznici i pisanje zareza
•
D. Cesarić: Vagonaši
•
Socijalna tematika u pjesništvu I prozi
•
Balada
•
Suprotna rečenice; naučiti veznike i pravilno pisati zarez
•
Isključne i zaključne rečenice, prepozn. veznike, pravilno pisati zarez
•
V. Nazor: Pripovijetka
•
D. Šimunović: Duga
•
R. Fallet: Školjka Ljupka
•
Rečenični niz, sastavne, rastavne, suprotne rečenice
•
Komentar i vijest
•
Slamnig: Kad sam se zaljubio … / Z. Golob: Snijeg, metafora
•
Usporedba ljubavne pj. s elem. humora i lirske ljubavne pj.; pj. slike i stilska sredstva; ritam.
•
A.Šenoa: Prosjak Luka - ideja u književnome djelu. značajke lika u književnome djelupsihološka karakterizacija
•
•
J. Vrkić: Viški djed – bez unuka, legende.
Uloga riječi u putopisnom stilu; simbol, ideja
•
Mit i legenda
•
Vrste televizijskih emisija, razlikovati vrste TV-emisija s obzirom na njihovu namjenu
Unit 3: I Won’t Grow Up!
We are all unique and grow by sharing our strengths and weaknesses with one another! Reflections
on childhood - from literature to poetry to student experiences. Students will understand how can
poetry be a powerful medium for personal expression. Through Croatian A, we will express our
feelings, thoughts and emotions in unique way. The students will build an understanding on a content
specific vocabulary, related to poetry. They will develop the ability to analyze poetry texts.
Unit Question: How can we learn from characters and the authors who wrote about them?
Area of Interaction: AtL, H & SE
Main Content Addressed:
•
S. Mihalić: Hihot proljeća
•
Slušanje i doživljavanje; razvijati osjećaj za ritam; obogaćivati rječnik
•
Veliko početno slovo
•
Asocijativan način razmišljanja; sposobnost povezivanja i zaključivanja; poticati i njegovati
učenički literarni izričaj
•
Značenje predikatne rečenice, prepoznavati je, zamjenjivati imensku riječ imenskoga predikata
predikatnom surečenicom, subjekt subjektnom surečenicom.
•
Objektne rečenice; zamjenjivati objekt objektnom surečenicom
•
Upravni govor u rečenicama s različitim odnosima navođenja i objašnjenja; pisati upravni
govor u skladu s pravopisom; pravilno preoblikovati upravni u neupravni govor i obratno.
•
Poštivanje pravopisne norme: veliko početno slovo, rečenični i pravopisni znakovi, pisanje
upravnoga govora; izgovor i pisanje glasova, glasovnih skupova i riječi (č/ć, đ/dž, ije/je)
19
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J. Pupačić: Moj Bog
•
•
•
A. De Saint Exuperi: Mali princ
Biografija I autobiografija
Natuknica I bilješka
Unit 4: Embracing Heritage
Students will read stories and informational text and discuss what they each reveal about our own
country: the Republic of Croatia. Our “world” extends beyond our classroom; we make up the change
we wish to see!
Unit Question: What effect do I have on the world around me?
Area of Interaction: AtL, Env
Main Content Addressed:
•
Atributne rečenice, prepoznavati je; zamjenjivati atribut atributnom surečenicom
•
Danijel Dragojević: Lastavica
•
Značenje priložnih rečenica; zamjenjivati priložne oznake priložnom surečenicom
•
•
V.Majić: Proljetna šetnja
Zarez u složenoj rečenici u skladu s pravopisom ( rečenični niz, inverzija, umetnuta rečenica,
vezna srodstva).
20
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V. Vida: Boka i Bokelji
•
•
•
H. Hitrec: Smogovci
Kovačić: Ex Slavonija / V. Nikolić: Zvono u podne
A.G. Matoš: Notturno - sonet i njegova obilježja.
•
I. Brešan: Abeceda - satirični roman
•
Satirični roman
•
Zaustavljanje radnje u pripovjednome djelu.
•
Knjižnica
Matija Gubec International School Zagreb
MYP 3
Language A
Croatian
21
MYP 3: Croatian A
Unit 1: Leadership
Students will explore the concept of leadership. Cultures and communities can be defined by the
heroes and the leaders, they choose to represent them. Using Croatian A, student can be an active
contributor in the community. Students will build their skills in Narrative (Creative) writing technique
on topic: By the actions I take in my community - I am a hero, researching how are acts of courage
revealed in literature and informational text developing their ability to use factual information to come
to logical conclusions (inferencing and concluding). They will know to pair fictional story with a
courageous character with related informational text from the same historical time period.
Unit Question: How are acts of courage revealed in literature?
Area of Interaction: AtL, C & S
Main Content Addressed:
22
•
Ponavljanje gradiva prethodnih razreda (vrste riječi, rečenica)
•
Glasovi
•
Glasovne promjene
•
Smjenjivanje ije/je/e/i
•
Različitost stilova
•
Pisana vježba – putopis
•
Izražajno čitanje (govorne vrednote)
•
Pravopisna i pravogovorna vježba – glasovne promjene, ije/je/e/
•
I.Andrić: Aska i vuk
•
M. Peić: Skitnje
•
•
•
D.Ivanišević:Hrvatska
Dnevnik Ane Frank
Nastajanje riječi
•
Podrijetlo riječi
•
Riječi jednaka oblika a različita značenja
•
Razgovorni stil
•
Pravopisna i pravogovorna vježba – glasovi č i ć, dž i đ
•
Sličnosti i razlike među riječima
•
R. Bach: Galeb Jonathan Livingstone
•
P. Gudelj: Krš je glazbalo
•
E. Hemingway: Starac i more
•
D: Cesarić: Slap, Voćka poslije kiše
•
Frazemi
•
Ponavljanje i uvježbavanje gradiva
•
Provjera znanja
•
Glagolski prilozi u rečenici Rasprava
•
Govorna vježba – usmena rasprava
•
Pravopisna vježba – veliko i malo slovo
•
S.S. Kranjčević: Moj dom
•
Đ. Sudeta: Mor
•
J. Pupačić: Tri moja brata.
•
Đ. Sudeta: Mor K.Š.Gjalski: Na Badnjak
•
A.B. Šimić: Opomena
•
Vladan Desnica: Pravda
Unit 2: Express yourself!
Through different literary and non-literary texts, students will learn valuable life lessons through the
experience of others. Through Croatian A, we will respond with empathy to the experiences of others.
Students will understand that literature contains “messages” and “lessons”. They will begin to develop
their ability to Infer Meaning from texts.
Unit Question: Who do you think you are?
Area of Interaction: AtL, HI
Main Content Addressed:
•
Izricanje istovoremenosti i prijevremenosti
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Višestruko složena rečenica
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Red riječi u rečenici
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Novinarski stil
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Pisanje novinskoga članka
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Priprema i vođenje intervjua
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D: Šimunović: Sinjska alka
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T. Ujević:Blaženo jutro
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V. Kaleb: Gost
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Hrvatski jezik u 20. stoljeću
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Prikaz ili osvrt
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R. Marinković: Zagrljaj
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H. Džubran: O prijateljstvu
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Psalam 104
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Zagrebačka škola crtanog filma
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R. Marinković: Zagrljaj
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M.Držić: Novela od Stanca
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H. Džubran: O prijateljstvu
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D. Tadijanović: Srebrne svirale
Unit 3: Our strengths and weaknesses
We are all unique and grow by sharing our strengths and weaknesses with one another! Reflections
on childhood - from literature to poetry to student experiences. Students will understand how can
poetry be a powerful medium for personal expression. Through Croatian A, we will express our
feelings, thoughts and emotions in unique way. The students will build an understanding on a content
specific vocabulary, related to poetry. They will develop the ability to analyze poetry texts.
Unit Question: How can we learn from characters and the authors who wrote about them?
Area of Interaction: AtL, H & SE
Main Content Addressed:
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Zavičajni govor, narječja i standardni jezik
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Hrvatska narječja
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Slušanje i čitanje, kazivanje i pisanje dijalektnih tekstova
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Problemski članak
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Shakespeare:Romeo i Julija
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P.Preradović: Jezik roda moga
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S.M. Kočan: Na Cvjetnicu
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R. Aljinović: Mlado doba stripa
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Pismo
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Pisanje i čitanje otvorenoga pisma
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S. Škrinjarić: U gajbi
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M. Ogrizović: Hasanaginica
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Monodrama: Munchausen
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G.Krklec: Srebrna cesta
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W. Shakespeare: Romeo i Julija
Unit 4: Presents from Past
Students will read stories and informational text and discuss what they each reveal about our own
country: the Republic of Croatia. Our “world” extends beyond our classroom; we make up the change
we wish to see!
Unit Question: What effect do I have on the world around me?
Area of Interaction: AtL, Env
Main Content Addressed:
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Administrativno-poslovni stil
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Životopis, molba, dopis
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Pisanje i čitanje životopisa
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M.Krleža: Bitka kod Bistrice Lesne
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D. Domjanić: Ciklame, krvave ciklame
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Z. Črnja: Va našen zajike
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Tiskovine, radio, televizija
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S. Kolar: Breza
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Pisanje i čitanje molbe i dopisa
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Igre riječima / dramske igre
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Slobodni razgovor
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E.Kumičić: Uzburkano srce
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Zagorka: Siniša i Nera
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Haiku
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K. Bruckner: Sadako hoće živjeti
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