7 GRADE th LESSON PLAN Meybin Karina Pérez Padilla I.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO Barranquilla Lesson plan designed by: 1 Theme: Length of Class: Number of students: Language Focus: Approaches Followed: Skills: Aims Main aim: Subsidiary aims: Module 2 90 min 40 Grammar Vocabulary Functions Other Co-Teaching Communicative Approach Project Based Learning PPP Active Learning Task Based Learning Problem Based Learning Other Reading Listening Writing Speaking By the end of the lesson, students will be able to talk about past experiences and situations by reading a biography text and writing a similar biography about a famous person who has been a victim of bullying. • Identify words and expressions to express past experiences and situations. • Exchange personal information about past experiences and situations. • Write a simple biography about a famous person who has been a victim of bullying. • Raise awareness about how discrimination or bullying can affect others.
Transcript
7GRADE
th
LESS
ON
PLA
N
Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
Lesson plan designed by:
1
Theme:
Length of Class:
Number of students:
Language Focus:
Approaches Followed: Skills:
Aims
Main aim:
Subsidiary aims:
Module 2
90 min
40
Grammar
Vocabulary
Functions
Other
Co-Teaching
Communicative Approach
Project Based Learning
PPP
Active Learning
Task Based Learning
Problem Based Learning
Other
Reading
Listening
Writing
Speaking
By the end of the lesson, students will be able to talk about past experiences and situations by reading a biography text and writing a similar biography about a famous person who has been a victim of bullying.
• Identify words and expressions to express past experiences and situations.
• Exchange personal information about past experiences and situations.
• Write a simple biography about a famous person who has been a victim of bullying.
• Raise awareness about how discrimination or bullying can affect others.
Lesson plan designed by:
2Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
7GRADE
th
Timetable fit and assumed knowledge:
(How does this lesson relate to previous and following lessons according to the curriculum? what do learners need to know in order to cope with this
lesson?)
Performance indicators:
Knowing:
Doing:
Being:
Learning to learn:
SS should have a good grasp of the past simple form as well as past forms of verbs to describe life events (born, moved, studied, went, attended, bullied, overcame, etc). They should also need to have a familiarity expressing time in the past to be able to write a biography (last year, X years ago, in the 60’s, when, after, then). This lesson is intended to consolidate language learned in module 2, in a somewhat controlled fashion.
In the next session, learners will read a blog where someone describes his/her past experiences and situations. Then, learners will write their own blog about their past to wrap up the module.
Identifies general and specific information in a biography text.
Uses the simple past to describe past experiences.
Identifies how to write a biography text.
Identifies words and expressions related to past experiences in a biography text.
Reads about past experiences and situations in a biography text.
Writes a biography text about someone who has been a victim of discrimination.
Talks about discrimination and bullying
Respects classmates’ differences in their past experiences and situations.
Applies reading for detail strategies to comprehend new words and phrases.
Lesson plan designed by:
3Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Feelings and Emotions• Anger: angry, happiness:happy, sadness: sad, depressions: depressed, motivation: motivated.Ethical values• Respect, honesty, humility, responsibility, etc.
• Quiet, talkative, tolerant, humble, polite, etc.Connectors• Because, since, as, as a result of, therefore, for this reason.
• Present and past tense.
• Self-critical reflection.• Acceptance of differences.• Standards on common courtesy.
Warm up activities to remember common action verbs.
Introduce the meaning and practice in context some addition connectors.
Encourage students to feel free when they talk about themselves. Talk openly about discrimination and encourage students to fight against any of it during the class
Learners might not know the meaning of some action verbs.
Learners could not know the meaning and use of some addition connector.
Students might not feel good talking about their own past experiences.
Warm up
Time and Interaction
Get students attention, motivate and activate previous knowledge about simple past actions.
Students (SS) play the game “Guess What I did” with actions verbs.
Teacher (T) asks students to divide the class in 3 groups of 10. Then, T gives them 10 action verbs (appendix 1) to each group and tells them to take turns one by one taking a card and describing it to their groups. The first groups to finish guessing all the cards wins. T monitors while SS are playing. 10 minutes
Groups of 10
Stage aims
Procedure
Total Stage timing (10 min)
Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
Lesson plan designed by:
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7GRADE
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Pre- reading
Time and Interaction
Raise learner’s knowledge of what they are about to read.
T writes on the board the following connectors: Because, since, as, as a result of, therefore, for this reason T shows images of a person growing up (you can use this comic strip found here https://www.huffpost.com/entry/this-sweet-comic-strip-about-kids-growing-up-is-hitting-parents-hard_n_599d8fe2e4b0d97c40007fa8?ncid=engmodushpmg00000005) and asks questions to elicit answers for SS to tell the story in a logical way:
-What happened before?-What other activities did she do? -What was the result?
If SS do not use connectors, T provides examples. T divides the class in 3 groups and gives each one 7 words, and 8 definitions. Then, SS match each word with their correct definition. (appendix 2)
T asks SS to look at some pictures related to Miley Cyrus and brainstorm on the board all the words they can infer from the images.
In this part T can type on Google: Miley Cyrus’ pictures and choose 2 or three.
T writes the name of the reading on the board and encourage SS to predict what it is about.Title: Miley Cyrus, a victim of bullying
5 minutesT- SS
10 minutesGroups of 3
5 minutesT-SS
Stage aims
Procedure
Total Stage timing (20 min)
Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
Lesson plan designed by:
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While reading
Time and Interaction
To use scanning and skimming reading subskills to understand and talk about a biography text.
T tells students that they are going to read a biography text. Then, T asks students to explain what is the general meaning or the purpose of a biography? If it is necessary T explains that a biography text is an account of someone’s life written by someone else.
Next, SS read the biography of Miley Cyrus quickly and then covers the text. (Appendix 2 EX 1) SS get in pairs and check who can remember the most facts about the reading.
T asks students to work in groups of 4 and write 6 True or False sentences about the text. (ex 2) T provides a model. SS can know what the exercise is about. Focus on the topic: Bullying. Miley was bullied in primary school. T or F?
They give their sentences to another group who has to decide which statements are true and which are false, and correct the false ones. Finally, they give their answers to the original group who corrects them. T provides feedback.
Ss in pairs complete a timeline with the character’s most important past experiences. (ex 3)
Now SS must answer some open questions about the information in the biography. (ex 4)
Finally, Ss fill in the gaps without looking at the text. They then compare with a partner and finally look at the text again to check with a partner. (ex 5)
10 minutespairs
5 minutesGroups of 4
10 minutesPairs
5 minIndividual
5 minutesIndividual
PairsT-SS
Stage aims
Procedure
Total Stage timing (35 min)
Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
Lesson plan designed by:
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After reading
Time and Interaction
To integrate the skills of reading and writing by producing a biography text.
T asks students to answer what kind of information they found in the biography text. T writes all the answers on the board and later gives to each student a piece of paper with some important tips (appendix 3) about how to write a biography.To know more about how to write a biography text use the following Link: https://www.wikihow.com/Write-a-Personal-Bio
T writes on the board some web pages where students can find information about famous people who were bullied when they were younger. Then, students will research the web pages, choose a famous person, read about him/her and write a biography text. Suggested links to search information:BBC: 7 stars who have personal experiences of online bullyinghttp://www.bbc.co.uk/programmes/articles/3QcD9W13Dr0bxmt4CMWVkGk/7-stars-who-have-personal-experiences-of-online-bullying
CNN: Bullying victim: ‘I believed that I did not deserve to live’http://edition.cnn.com/2010/LIVING/10/05/bullying.victim.kemmerling/index.html
Washington Post: A boy shared the pain of being bullied — inspiring thousands to show him lovehttps://www.washingtonpost.com/news/inspired-life/wp/2017/12/10/a-boy-shared-the-pain-of-being-bullied-inspiring-thousands-to-show-him-love/?utm_term=.f727d14996ef
People.com : Lady Gaga, Bella Hadid, Priyanka Chopra & More Stars Who’ve Open Up About the Bullying They Faced as Kidshttps://people.com/celebrity/bullying-rumer-willis-jessica-alba-jessica-simpson-and-eva-mendes/
SS walk around and read each other’s biographies. Then, SS sit down and discuss the stories they have just read and share similar stories they know about.
T encourages SS to mention how they feel talking about their experiences and situations, and how important it is to know that discrimination happens in several ways and how affect others
5 minutesT-SS
15 minutesIndividual
5 minSS-SS
5 minT-SS
Stage aims
Procedure
Total Stage timing (30 min)
Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
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Materials Needed
1. Board,2. Markers, 3. Pictures, 4. Internet 5. Appendixes 1, 2 and 3
Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
Lesson plan designed by:
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9Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
7GRADE
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Appendix 1
GUESS WHAT I DID?
1 Fame A To keep someone or something safe from injury, damage or loss
2 Recognition B Sell a product before the expected timne, very fast
3 Release C A person who habitually hurts or frightens someone else, often during a period of time forcing them to do something that they do not want to do
4 Record D A person unattractively thin and bony
5 Bully E Great reputation and recognition
6 Scrawny F Having or characterized by courage, valiant
7 Protect G Make (a film, recording, or other product) available to the public
H Appreciation or acclaim for an archievement, service, or ability
7
Lesson plan designed by:
10Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
7GRADE
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Appendix 2
READ THE TEXT
MILEY CYRUS, A VICTIM OF BULLYING
Miley Cyrus was born on November 23, 1992 in Franklin, Tennessee. She is an actress, songwriter and sin-ger. Miley is the daughter of the country star Billy Ray Cyrus and the actress Leticia Jean Cyrus. She began acting at a young age, she played minor roles in the television series Doc and the film Tim Burton’s Big Fish. When she was eleven years old, she auditioned for the Disney Channel television series Hanna Montana and first she was denied because she was too “young and small” for the role. Nevertheless, she was selected because of her singing and acting abilities. Later, her entire family moved to Los Angeles, California and in 2006 she released the famous and successful Hanna Montana soundtrack album. In 2007, she had her concert series tour Hanna Montana 2, and It was sold out in a record time and started her successful career and international recognition.
Years later, In August 2013, during the MTV Video Music Award, she showed herself as another woman with a new hairstyle. That is while she was singing “We can’t stop”, she looked strong and sure about trying to forget about Hanna Montana and become a new Singer, Miley Cyrus .
Nevertheless, not everything was beautiful in her early life. In an article written by Jocelyn Vena and publi-shed by MTV.com (April 2009), the author talked about how the teen star described in her book Miley Cyrus: Mile to go (2009) that she was a victim of bullying from the Anti- Miley Club. The author quoted from the book “I was scrawny and short. They were fully capable of doing my bodily harm”. Moreover, she mentioned that when she was at high school someone locked her in a bathroom during class “they shoved me in. I was trapped. I banged on the door until my fists hurt. Nobody came, I spent what felt like an hour in there, waiting for someone to rescue me, wondering how my life had gotten so messed up” Finally, she described how she took the decision to ask herself “what could they do to me? What’s your problem? What did I ever do to you? And she decided to be courageous and learned how to protect herself. Nobody can hurt you If you don’t let them.
«Interview with Miley Cyrus» (en inglés). B96. 30 de octubre de 2009. Archivado desde el original el 24 de julio de 2012. Consultado el 6 de noviembre de 2012
1.Now turn this page around. Share with a partner what you remember about Miley’s life? Who can remember the most?
2.Write 6 true or false sentences. Share it with your partners. How many can they answer correctly?
Lesson plan designed by:
11Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
7GRADE
th
3.Complete this timeline with the most important events in Miley Cyrus’ life.
4.Answer the following questions. 1. Where was Miley Cyrus born?2. What is her profession?3. What TV series did she act in?4. Why did Disney Channel not accept her at first? 5. What happened in 2007 with Hanna Montana’s concert series?6. How was her childhood?7. Why was she a victim of bully? 8. What did she do to stop suffering from bullying?
Lesson plan designed by:
12Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
7GRADE
th
READ THE TEXT
5.Read the paragraph and complete the text with the correct words
Miley Cyrus was ______ in November 23, 1992 in Franklin, Tennessee. She is an actress, songwriter and singer.
Miley is the daughter of the country star Billy Ray Cyrus and the actress Leticia Jean Cyrus. She began ______
at a young age, she played minor roles in the television series Doc and the film Tim Burton’s Big Fish. When she
______ eleven years old, she______ for the Disney Channel television series Hanna Montana and first she was
______ because she was too “young and small” for the role. Nevertheless, she was selected because of her
singing and acting abilities. Later, her entire family ______ to Los Angeles, California and in 2006, she ______
the famous and successful Hanna Montana soundtrack album. In 2007, she had her concert series tour Hanna
Montana 2, and It was ______ in a record time and started with a successful career and international recognition.
Lesson plan designed by:
13Meybin Karina Pérez PadillaI.E. NUEVO COLEGIO TÉCNICO DEL SANTUARIO
Barranquilla
7GRADE
th
Appendix 3
Do some research. Find a famous person who was bullied when they were young. Write a short biography about him or her.
Use these questions to help you.
Who is he/she? Where was he/she born? Where did he/she live as a child? What kind of childhood did she/he have? What was his/her first job? Is she/ he married? How was he/her bullied? How did he/her solve the problem?What did his/her parents do?
