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School survey shows good news about students habits

The students of E class in the 4th Primary School of Amaliada surveyed students of all the other classes in the school, about some of their habits. The aim was to show how healthy or unhealthy students habits are, and this is how we did it:

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First I gave each student of E1 and E2 a handout with the following questions:

How often do you eat souvlaki?

  1. Four or more times a week
  2. Once a week
  3. Once every two weeks
  4. Once a month or less

Do you eat healthy snacks (fruit, dried nuts, sesame bar, yoghurt, home-made pies etc.) at school?

  1. Yes, I usually eat healthy snacks.
  2. Yes, but I sometimes eat unhealthy snacks.
  3. No, never, because I don’t like healthy snacks.
  4. No, because my friends always eat unhealthy snacks, too.

Do you drink 8 cups of water every day?

  1. Yes, I usually do.
  2. No, I don’t. I always prefer soft drinks.
  3. Yes, but I sometimes drink soft drinks, too.
  4. No, I don’t. I forget to drink water.

Do you exercise?

  1. Yes, I play a lot of football!
  2. Yes, I go to my dance class / swim at the swimming pool / go to my tae kwon do class etc. two or three times a week.
  3. No, not really. I only walk a little.
  4. No, I don’t. I don’t exercise at all.

What time do you sleep at night?

  1. I sleep at 9 o’clock in the evening, because I am always tired at that time.
  2. I go to bed at 10:30 p.m., because I have a lot of homework to finish before bedtime.
  3. I go to sleep at 11:30 because I want to play a lot of computer games before I sleep.
  4. I go to bed after midnight, because I watch TV till early in the morning. I find it hard to wake up the next day!

Then, we carried out an in-class mini survey, and in both E1 and E2 the results were almost identical: Most children have habits that tend to be healthy, as they mostly eat souvlaki once a week, they usually eat healthy snacks, they usually drink 8 cups of water every day, they exercise systematically and they sleep between 9-10:30 p.m., which is appropriate. There were exceptions, of course, but the vast majority is found in the “healthy habits” category.

After the in-class survey, the students were willing to conduct a larger one, where I would divide them in teams and send them off to interview students from another class. All the rest eight classes of our school were interviewed, at least a sample of 10 students (or more) from each one. I was really surprised by how fast it happened, since I had given them 5 working days to complete this phase. I was also surprised by how talkative some shy students became, for the sake of their project.

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When they finally came back with their answers, we concentrated and grouped them. I thought it would be a tedious procedure, but it turned out they were paying enough attention to count the As, Bs, Cs and Ds corrently!

These are the sentences they wrote:

  • Most kids eat souvlaki once a week.
  • Most kids eat healthy snacks at school.
  • Most kids drink 8 cups of water every day.
  • Most kids exercise 2-3 times a week.
  • Most kids sleep early.

Good job! And above all, this is very good news!

 

 

“Αίσωπε και Potter, παραμυθοβγαίνουμε;” -Η εκκίνηση

Με μεγάλη μου χαρά γράφω αυτό το άρθρο στα ελληνικά, διότι αναφέρεται σε ένα πολυαγαπημένο μου αντικείμενο: Τη λογοτεχνική μετάφραση! Είναι κάτι που το έχω σπουδάσει, εξασκήσει, μα κυρίως, κάτι που υπεραγαπώ! Ιδανικά, πάντοτε φανταζόμουν τον εαυτό μου ως «γέφυρα», και το να μεταφράζω λογοτεχνικά κείμενα είναι τελικά πολύ συναφές με το να διδάσκω…

Φέτος συμπληρώνονται 150 χρόνια από τη γέννηση της Beatrix Potter.  Της πιο αγαπημένης παιδικής συγγραφέως του 20ού αιώνα, που παραμένει άγνωστη στην Ελλάδα. Προσπάθησα να βρω τυχόν παλιότερες μεταφράσεις στα ελληνικά, όμως στάθηκε αδύνατο, καθώς τα βιβλία με τους –ομολογουμένως– όχι και τόσο εμπνευσμένους τίτλους ήταν «μη διαθέσιμα» από τους εκδότες. Πολτοποίηση;

Κι όμως, η Potter είναι εξόχως σημαντική. Η ζωή της, τα έργα της,  η εικονογράφηση που έκανε στα έργα της, η επιστημοσύνη της, η σχέση των ιστοριών της με αυτές του Αισώπου… Κι εμείς στα ελληνικά ούτε μυρωδιά. Τι κρίμα!

Τότε, μου περνάει από το μυαλό η σκέψη ότι έχω διαθέσιμους τους πιο αυστηρούς κριτές για τις μεταφράσεις μου (όπως άλλωστε και για τα μαλλιά μου, το ντύσιμό μου, καταλαβαίνετε…): Τα ίδια τα παιδιά, τους μαθητές μου!

Φέτος λοιπόν, που συμπληρώνονται 150 χρόνια από τη γέννηση της Beatrix Potter, δασκάλα στο Γ1 είναι η Πετρούλα. Η εκλεκτή συνάδελφος και φίλη, Πετρούλα Κουρτέση (το “εκλεκτή” είναι understatement). Στα πλαίσια της συνεργασίας μας, μου προτείνει να κάνουμε πρόγραμμα φιλαναγνωσίας μαζί. Εκείνη θα αναλάβει Αίσωπο & σύγχρονους παραμυθάδες, εγώ Potter, συν-συντονίστριες και άλλων εκπαιδευτικών ειδικοτήτων, πληροφορικής, θεατρικής αγωγής.  Δυο κούπες καφέ κάποιο απόγευμα που έγινε βράδυ, πολλά βιβλία στο τραπέζι, και  φύγαμε!

Στόχοι γνωστικοί, συναισθηματικοί, ψυχοκινητικοί. Δραστηριότητες καλά σχεδιασμένες. Προκλήσεις πολλές. Ισχυρότερο κίνητρο: Να νικήσουμε τη μιζέρια της εποχής μας, να απαντήσουμε με παιδεία στο έλλειμμα παιδείας που μας καταδυναστεύει.

 

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Ωραία η αφίσα μας; Έπεται συνέχεια! Stay tuned!

The Merchant of Venice, presented in our school show!

The time finally came, in the evening of the 14th of June, for my other (E1) 5th grade students to present all the work they did the last few months. Almost all of them knew their English lines by heart, and only one student needed his sheet of paper in order to feel more confident, even though he could remember most of his words.

We did have some problems with the sound, as the sound expert the school had hired arrived late, but other than that the kids enjoyed it a lot, they got plenty of kudos, and eventually they felt more bonded.  Mission accomplished!

 

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You can see my shadow on the right of the last picture, along with the shadow of my dear colleague Maria Dimitrakopoulou, who was so amazing and kind as to come to our school show just to be by our side! Thank you so much, Maria! Happy summer, everyone!

The class garden book – finished!

Mr. Angelos Michalopoulos and his E2 class did a wonderful job creating an amazing botanical garden and then hosting an event of guiding other classes through the various plants, talking about the qualities that they have, explaining the procedure of composting, helping each student plant a seed and then give them the pot to take at home, showing students how to make a homemade mosquito repellant, how to make a herbal mixture to send off unwanted insects and protect new plants, talking about healthy eating habits and even playing a game to illustrate them. Finally, students had a chance to see the garden book the E2 class created during our English lessons, with the names of the plants in Greek and English and the qualities that they have, in both languages. My students were so proud to present their book and everything else they did with their teacher.

 

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Great job, everybody!

Rapunzel, illustrated

I love telling stories and fairy tales to my younger pupils, in B Class. I also love reading them from the original, and they often love to listen, especially if it’s the last hour of the day and they are too tired to do anything else; it’s relaxing. I tell them a few things about the story before I start, and I ask them a few questions about it when I finish, to see if they have understood the basics, and they usually have. On such a day, I brought Rapunzel to class, and they were totally absorbed!

We also discussed the plot, analyzed the characters and shared our feelings about this tale. The next time we had a lesson, I wrote a few sentences, excerpts from the story, on the board, and asked them if they could guess what they meant. Indeed they could, for most of them, they have a way of remembering clusters of meanings that I repeat, so then I asked them to copy them to their notebooks and see if they could tell me which sentence goes first, second etc. I had to switch to Greek here a lot, if I was to get any answers, but in general they were able to number the sentences correctly.

On the third time we had our Rapunzel lesson, it was time for them to draw! Each student was given a sentence from the story, told which scene to draw, and asked to copy that sentence at the back of the piece of paper. We put all the drawings together, in the order the sentences appear in the story. This was the result (some of it, anyway):

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This endeavour came after I attended a seminar with Mr. Nikos Toumazatos, about how to illustrate a children’s book. I was definitely inspired, what can I say! I just hope I can ask my students to illustrate more in the future, it definitely seems to be making a difference when it comes to involvement in the story!

The Merchant of Venice experiment: The way the characters look, according to the students who play them

So… my E1 students have grown a bit wild after Easter. Luckily, I know I can calm them down when I shout: “Rehearsal!”. Last Friday they were willing to share with me the way they think the character they play looks. Here is the result: From left to right, top to bottom, you can see Antonio, Portia, Shakespeare, the Duke, translator 1, narrator, the clerk, translator 2 and Shylock. Nice!

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Our class garden book gets really big

Remember when I had written about the ongoing project with my E2 class, about the making of a class garden book, to go with the garden that they started to make with their teacher, Angelos Michalopoulos? Well, our book has become quite big now, and it is still going to grow a bit more…

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The students are researching the way the seeds or plants they have planted look, then they try to convey that in the pictures they draw. Then they research some info about each plant, and write it in Greek and English. So far we have finished with the following, and there is still some info to be added:

Βαλεριάνα – Valerian

Σινάπι – Mustard

Μουσμουλιά – Medlar

Βλίτο – Pigweed

Σκυλάκι – Snapdragon

Στέβια – Stevia

Ρίγανη – Oregano

Πετούνια – Petunia

Ροδακινιά – Peach tree

Σέσκουλο – White beet

Κατηφές – Dour

Πασχαλιά – Lilac

Τομάτα Μεσσηνίας – Messinia tomato

Πατάτα σπούντα – Spud

Τομάτα Γαστούνης – Gastouni tomato

Μελισσόχορτο – Lemon balm

Κλήμα – Vine

Φασόλι – Bean

Χρυσάνθεμο – Chrysanthemum

Κολοκύθα – Pumpkin

Φακή – Lentil

Γλυκιά πιπεριά – Sweet pepper

Πιπεριά Πηλίου – Pelion pepper

Καλαμπόκι – Corn

Αγγούρι – Cucumber

Φράουλα – Strawberry

Μελιτζάνα – Eggplant

Ραδίκι – Radish

Τομάτα Ace – Ace Tomato

Πιπεριά Φλωρίνης – Florina Pepper

Καρπούζι βαρέλα – Oblong watermelon “Varela”

I had a hard time choosing the photos I wanted to show you, because many of the kids did amazing work, drawing. I will show you our book when it finishes, but for now I would like to show you some pictures I took of our garden this afternoon; I got emotional seeing this little paradise, knowing it grows just one breath away from where we have our lessons. Thanks so much, Angelos!

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Our class garden book, an ongoing project

Spring has sprung! It is still quite early to dress lightly, but spring is definitely in the air! I am so so happy that the E2 class students started a garden at the back of our school, with the help of their teacher, Angelos Michalopoulos and Mrs. Olga Venizelou-Rouva, a gardener who admins the Facebook group called Ομάδα Παραδοσιακών Σπόρων Πύργου Ηλείας.

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I was around when they first started planting the seeds, so I helped them make the labels.

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Then I offered help to make a kind of garden book, if they wanted to, and the students were thrilled! There’s a lot of artistic talent in this class, as some of the children can draw really beautifully, so this was another chance for me to try and put this side of them to good use.

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We started by making a list of what they have already planted in the garden. The students googled the items to find the English translations and see images of them. Then they drew and painted. Then we wrote a few lines about each plant in Greek and English.

 

But the project is still unfinished, as there are plenty more plants growing from seed in small plastic, reused containers, waiting to be taken outside, which is when we will add more pages to our book! We are also thinking about adding photos and leaves or flowers from the plants. We have already found a great piece of cardstock to form the front and back covers of our finished book, but for the moment we are all waiting, patiently!

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The Merchant of Venice experiment

It’s so interesting how, each time I tend to feel disappointed by a certain class, as a whole, the students often surprise me. Children from different backgrounds, families, cultures, and of course with different personalities, abilities and difficulties come together to learn, in the school environment, which sometimes feels very artificial… Unless one decides to make the most of this “coming together” and try to create something magical…

In this context, and pushed by the fact that, with my E1 class we are participating in a school programme about human rights, I decided to give this group of students the chance to do something memorable, which would in itself create stronger bonds among them. Now, it just so happened that the English coursebook sparked a discussion about Shakespeare and his works, so the students started bringing me summaries of plays, and we soon found ourselves talking about Othello, Ophelia, Titania and the Shrew. One day, I brought to class Sofia Zarambouka’s poster book “The Merchant of Venice”, which is an adaptation of Shakespeare’s play, for young children, in Greek. My students immediately recognized the differences from the original story, and then we found ourselves analyzing Antonio and Shylock, talking about Portia and the position of women and Jews in 16th century Venice. Above everything, I wanted them to think about the concepts of love and mercy, especially about forgiveness and how important it is.

And then it happened: During the break they kept playing by dramatizing the scene at the Duke’s court, and the next time we met they asked me if we could put up a small school play! For the younger kids to watch, etc. etc., but I knew they had identified with the characters. It took me a few days before I said “yes”, as these particular students are quite on the weaker side. But who am I to stop them from enjoying something that came out of one of our lessons?

Put up a small school play we would, even if that meant they were only going to read their part, instead of learning it by heart. I found an adaptation of The Merchant of Venice from English Class in Performance and I adapted it even more, so that the final text revises the Simple Past (!) and consists of even simpler language. Then I did the casting of the roles, and we are now at a point where we work on the actual reading.

What will eventually happen remains to be seen. Meanwhile, I would love to share some goodies with you. Here is the text in English, with the Greek mediation part and a translation also, for any of you who might be interested:

 

 

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Al Pacino, as Shylock, and Lily Rabe, as Portia, in “The Merchant of Venice.” Credit Illustration by Andy Friedman, from The New Yorker.

 

THE MERCHANT OF VENICE
William Shakespeare was born on 23 April 1564, in Stratford –upon – Avon in England. He wrote on all subjects of human behaviour, after keen observation of his surroundings. All his literary works will live as long as earth is alive. To him we respectfully dedicate this drama.

Scene 1
(Character introduction: All characters appear one by one & introduce themselves to the spectators.)
Shakespeare: I am William Shakespeare. I am the author of today’s drama. I wrote several tragedies and comedies. This is a tragic comedy. Shylock tries to kill Antonio but there is a happy ending after all.
Antonio: I am Antonio, one of the richest merchants of Venice. I have plenty of ships on the seas. Bassanio is my close friend. I borrowed money from Shylock to help my friend.
Bassanio: I am a friend of Antonio. I met a beautiful and rich lady, Portia, and I want to marry her. I don’t have money, so I asked my friend Antonio to help me.
Shylock: I am a Jew and money lender. I hate Antonio because he insulted me on several occasions. I am looking for a chance to take revenge.
Portia: I am the daughter of a rich man from Venice. I am in love with Bassanio. I will disguise as a lawyer. I will defend Antonio in court.
Duke: I will hear Shylock’s case in my court. I will hear both sides and give my judgement.

Scene 2
Bassanio: Oh, Antonio, my close friend, I need your help.
Antonio: Oh! My friend, tell me, what can I do for you?
Bassanio: I love Portia, a rich and beautiful lady. I want to marry her, so I need money from you.
Antonio: Don’t worry. I will help you. I have no money now, so I will borrow from Shylock.

Scene 3
(Shylock’s place)
Shylock: Oh! Antonio! Oh! Bassanio! What do you want?
Antonio: I need money, three thousand ducats.
Shylock: I usually give money for interest. But for you, if you can’t return the money in three months, I want one pound of flesh from your body.
Bassanio: Antonio, don’t sign. Don’t take the risk.
Antonio: Don’t worry. My ships will return next month. We can return the money.

Scene 4
(The Duke’s court)
Clerk reads out:
Plaintiff: Shylock
Defendant: Antonio
Defendant’s lawyer: Portia
Duke: Is Shylock here?
Shylock: Yes, your Grace.
Duke: Tell me Shylock, what is your case?
Shylock: Your Grace, Antonio agreed to give me three thousand ducats within three months after we signed, or I would take a pound of his flesh. The three months are over. Now he must give me a pound of flesh, as he signed.
Duke: Antonio, what do you say?
Antonio: My lawyer will speak for me.
Portia: (She bows and starts speaking) My Lord, Shylock wants a pound of flesh. Let him have it. Did you bring the knife, Shylock?
Shylock: Yes, I did.
Portia: Then, cut a pound of flesh from Antonio’s body. Not more. Not less.
Shylock: It doesn’t say that in the bond.
Portia: Well, in the bond it also says you must cut a pound of flesh without dropping any blood. My Lord, is that even possible? Shylock planned to kill Antonio, so you must punish him.
Duke: Now it is judgement time.
Clerk: Silence…! Silence…!
Duke: I believe that you, Shylock, planned to murder Antonio. This is your punishment: I order you to give half of your fortune to the government and half to Antonio.
(Shylock walks off in shame. Antonio, Bassanio and Portia are in gay mood).

 

Of course, our small play would be incomprehensible without some translating in Greek. So I wrote this part for some of the students to read at intervals:

 

Ο Γουίλιαμ Σαίξπηρ γεννήθηκε στις 23 Απριλίου του 1564, στο Στράτφορντ απόν Έιβον στην Αγγλία. Έγραψε πάνω σε όλα τα θέματα της ανθρώπινης συμπεριφοράς, έπειτα από στενή παρατήρηση του περιβάλλοντός του. Όλα τα λογοτεχνικά του έργα θα ζουν όσο υπάρχει η γη. Με σεβασμό αφιερώνουμε τούτο το δρώμενο σε κείνον.

Σκηνή 1
Σαίξπηρ: Είμαι ο Γουίλιαμ Σαίξπηρ. Είμαι ο συγγραφέας του σημερινού έργου. Έγραψα αρκετές τραγωδίες και κωμωδίες. Ο Σάιλοκ προσπαθεί να σκοτώσει τον Αντόνιο, αλλά το τέλος είναι αίσιο.
Αντόνιο: Είμαι ο Αντόνιο, ένας από τους πιο πλούσιους έμπορους στη Βενετία. Έχω πολλά καράβια στη θάλασσα. Ο Μπασάνιο είναι στενός μου φίλος. Δανείστηκα χρήματα από το Σάιλοκ για να βοηθήσω το φίλο μου.
Μπασάνιο: Είμαι φίλος του Αντόνιο. Γνώρισα μια όμορφη και πλούσια κοπέλα, την Πόρσια, και θέλω να την παντρευτώ. Δεν έχω χρήματα, έτσι ζήτησα από το φίλο μου τον Αντόνιο να με βοηθήσει.
Σάιλοκ: Είμαι Εβραίος και δανείζω χρήματα. Μισώ τον Αντόνιο, επειδή με πρόσβαλε αρκετές φορές. Ψάχνω μια ευκαιρία να πάρω εκδίκηση.
Πόρσια: Είμαι η κόρη ενός πλούσιου από τη Βενετία. Είμαι ερωτευμένη με τον Μπασάνιο. Θα μεταμφιεστώ σαν δικηγόρος. Θα υπερασπιστώ τον Αντόνιο στο δικαστήριο.
Δούκας: Θα δικάσω την υπόθεση του Σάιλοκ στο δικαστήριο. Θα ακούσω και τις δυο πλευρές και θα βγάλω την απόφασή μου.

Σκηνή 2
Ο Μπασάνιο βρίσκει το φίλο του τον Αντόνιο και του ζητάει τη βοήθειά του, για να κατακτήσει την αγαπημένη του Πόρσια. Εκείνος του υπόσχεται ότι θα τον βοηθήσει, ζητώντας δανεικά από τον Σάιλοκ.
Σκηνή 3
Ο Σάιλοκ υποδέχεται τον Αντόνιο και τον Μπασάνιο στο σπίτι του, όπου ο Αντόνιο του ζητάει τρεις χιλιάδες δουκάτα ως δανεικά.
Σκηνή 4
Στο παλάτι του Δούκα, ο Σάιλοκ επιχειρεί να πάρει την εκδίκησή του, κόβοντας με ένα μαχαίρι μισό κιλό σάρκας από το στήθος του Αντόνιο, δίπλα στην καρδιά. Πριν όμως το κάνει, ο δικηγόρος του Αντόνιο, που είναι στην πραγματικότητα η Πόρσια που έχει μεταμφιεστεί, καταφέρνει να πείσει το δικαστήριο ότι η συμφωνία ήταν μόνο για τη σάρκα του Αντόνιο, χωρίς ούτε μια σταγόνα αίμα. Αυτό είναι αδύνατον, οπότε ο Αντόνιο αθωώνεται και αυτόματα ο Σάιλοκ τιμωρείται, καθώς η απόφαση του Δούκα είναι να δώσει το μισό της περιουσίας του στην κυβέρνηση και το άλλο μισό στον Αντόνιο, ως αποζημίωση.

 

And then, the ICT teacher asked me if I would mind him working on making comics out of The Merchant of Venice with 5th and 6th graders. I said I would love it, and if they could have the final product ready by the time we would present our play, so as to accompany us by showing it at the back of the stage, all the better! This is the text I will be giving them to work on:

 

Ο ΕΜΠΟΡΟΣ ΤΗΣ ΒΕΝΕΤΙΑΣ

Ο Γουίλιαμ Σαίξπηρ γεννήθηκε στις 23 Απριλίου του 1564, στο Στράτφορντ απόν Έιβον στην Αγγλία. Έγραψε πάνω σε όλα τα θέματα της ανθρώπινης συμπεριφοράς, έπειτα από στενή παρατήρηση του περιβάλλοντός του. Όλα τα λογοτεχνικά του έργα θα ζουν όσο υπάρχει η γη. Με σεβασμό αφιερώνουμε τούτο το δρώμενο σε κείνον.

Σκηνή 1
Σαίξπηρ: Είμαι ο Γουίλιαμ Σαίξπηρ. Είμαι ο συγγραφέας του σημερινού έργου. Έγραψα αρκετές τραγωδίες και κωμωδίες. Ο Σάιλοκ προσπαθεί να σκοτώσει τον Αντόνιο, αλλά το τέλος είναι αίσιο.
Αντόνιο: Είμαι ο Αντόνιο, ένας από τους πιο πλούσιους έμπορους στη Βενετία. Έχω πολλά καράβια στη θάλασσα. Ο Μπασάνιο είναι στενός μου φίλος. Δανείστηκα χρήματα από το Σάιλοκ για να βοηθήσω το φίλο μου.
Μπασάνιο: Είμαι φίλος του Αντόνιο. Γνώρισα μια όμορφη και πλούσια κοπέλα, την Πόρσια, και θέλω να την παντρευτώ. Δεν έχω χρήματα, έτσι ζήτησα από το φίλο μου τον Αντόνιο να με βοηθήσει.
Σάιλοκ: Είμαι Εβραίος και δανείζω χρήματα. Μισώ τον Αντόνιο, επειδή με πρόσβαλε αρκετές φορές. Ψάχνω μια ευκαιρία να πάρω εκδίκηση.
Πόρσια: Είμαι η κόρη ενός πλούσιου από τη Βενετία. Είμαι ερωτευμένη με τον Μπασάνιο. Θα μεταμφιεστώ σαν δικηγόρος. Θα υπερασπιστώ τον Αντόνιο στο δικαστήριο.
Δούκας: Θα δικάσω την υπόθεση του Σάιλοκ στο δικαστήριο. Θα ακούσω και τις δυο πλευρές και θα βγάλω την απόφασή μου.

Σκηνή 2
Μπασάνιο: Ω, Αντόνιο, καλέ μου φίλε, χρειάζομαι τη βοήθειά σου.
Αντόνιο: Ω, φίλε μου, πες μου: Τι μπορώ να κάνω για σένα;
Μπασάνιο: Αγαπώ την Πόρσια, μια πλούσια και όμορφη κοπέλα. Θέλω να την παντρευτώ, γι’ αυτό χρειάζομαι χρήματα από σένα.
Αντόνιο: Μην ανησυχείς. Θα σε βοηθήσω. Δεν έχω τώρα χρήματα, έτσι θα δανειστώ από το Σάιλοκ.

Σκηνή 3
(Στο σπίτι του Σάιλοκ)
Σάιλοκ: Ω, Αντόνιο! Ω, Μπασάνιο; Τι θέλετε;
Αντόνιο: Χρειάζομαι χρήματα, τρεις χιλιάδες δουκάτα.
Σάιλοκ: Συνήθως δανείζω χρήματα με τόκο. Αλλά για σένα, αν δεν επιστρέψεις τα χρήματα σε τρεις μήνες, θέλω ένα κομμάτι σάρκας από το σώμα σου.
Μπασάνιο: Αντόνιο, μην υπογράψεις. Μη ρισκάρεις.
Αντόνιο: Μην ανησυχείς. Τα πλοία μου θα επιστρέψουν τον επόμενο μήνα. Μπορούμε να επιστρέψουμε τα χρήματα.

Σκηνή 4
(Στο δικαστήριο του Δούκα)
Κλητήρας:
Ενάγων: Σάιλοκ
Εναγόμενος: Αντόνιο
Υπεράσπιση: Πόρσια
Δούκας: Είναι εδώ ο Σάιλοκ;
Σάιλοκ: Ναι, Εξοχότατε.
Δούκας: Πες μου, Σάιλοκ, ποια είναι η υπόθεσή σου;
Σάιλοκ: Εξοχότατε, ο Αντόνιο συμφώνησε να μου δώσει τρεις χιλιάδες δουκάτα μέσα σε τρεις μήνες αφότου υπογράψαμε, αλλιώς θα του έπαιρνα ένα κομμάτι από τη σάρκα του. Οι τρεις μήνες πέρασαν. Τώρα πρέπει να μου δώσει μισό κιλό σάρκας, όπως υπέγραψε.
Δούκας: Αντόνιο, τι λες εσύ;
Αντόνιο: Η δικηγόρος μου θα μιλήσει για μένα.
Πόρσια: (υποκλίνεται και αρχίζει να μιλάει). Κυριέ μου, ο Σάιλοκ θέλει μισό κιλό σάρκας. Ας το πάρει. Έφερες το μαχαίρι, Σάιλοκ;
Σάιλοκ: Ναι, το έφερα.
Πόρσια: Τότε, κόψε μισό κιλό σάρκας από το σώμα του Αντόνιο. Ούτε λιγότερο, ούτε περισσότερο.
Σάιλοκ: Δεν το γράφει αυτό στο συμβόλαιό μας.
Πόρσια: Ε, λοιπόν, στο συμβόλαιο λέει ότι πρέπει να κόψεις μισό κιλό κρέας αλλά καθόλου αίμα. Κύριέ μου, είναι αυτό δυνατόν; Ο Σάιλοκ σχεδίαζε να σκοτώσει τον Αντόνιο, επομένως πρέπει να τον τιμωρήσετε.
Δούκας: Τώρα είναι η ώρα για την απόφασή μου.
Κλητήρας: Ησυχία! Ησυχία!
Δούκας: Πιστεύω ότι εσύ, Σάιλοκ, σχεδίαζες να σκοτώσεις τον Αντόνιο. Αυτή είναι η τιμωρία σου: Σε διατάζω να δώσεις τη μισή περιουσία σου στην κυβέρνηση, και την άλλη μισή στον Αντόνιο.

(Ο Σάιλοκ φεύγει ντροπιασμένος. Ο Αντόνιο, ο Μπασάνιο και η Πόρσια είναι χαρούμενοι).

Διασκευή: Δήμητρα Φιλιπποπούλου

Shakespeare inspiration comics: Romeo and Juliet, King Lear and The Merchant of Venice

ST2 King Lear 1

My other 6th grade students, from ST2, wanted to create comics as well, around the time when we were talking Shakespeare. So they found information about several of the Bard’s plays, we discussed each one and then they voted on which one they would like to work on. I told them they only had to work on a scene, not the entire play, of course, so here’s what they came up with:

Nagia, Yiannis, Christos and Thanasis worked on King Lear. I was impressed by the way they worked, Thanasis did the drawing, the rest had created the text, Chris did the coloring and Nagia and Yiannis were coordinators. Well done!

 

ST2 King Lear 1ST2 King Lear 2ST2 King Lear 3

 

Then, three girls, Yiota, Joanna and Athanasia, were absolutely focused on doing something from Romeo and Juliet. They each worked on a particular scene and finished it separately. They had a hard time agreeing on the text, though, in the beginning. Oh, and of course, they had fun by changing the story a lot!

 

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And this is what the third team did, Zachary, Iliana and Gabriel, assisted by Thanasis and Yiannis, who were kind to help them towards the end, as they were running out of time:

MoV1MoV2MoV3

 

I like how one thing a class does inspires another class to do something else, I love how my idea for comics was something that touched everybody. Also, the ICT teacher today told me he was inspired to do a comic on The Merchant of Venice with the students of the 5th and 6th grades, based on the English text that I wrote, a school play for the E class -which I will ask my students to adapt to Greek, before they make their comic version on Toondoo. Perhaps we will be able to present it alongside the performance! Cool. I promise you to write more on the play in a seperate article, coming soon! For now I’m still thinking about the casting of the roles, lol! Hope you enjoyed this post!