Civil communication lesson- I am unique
Overview
This lesson is best suited for a multicultural and multi-ethnic classroom. The main language focus of the lesson is Speaking and sub-skill is reading, the civil communication focus is respecting people and cultures.
Civil Communication Lesson Plan Template
Title of Lesson Plan: I AM UNIQUE!
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Audience (Age, English Level): 18- 20 years; A2-B1
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Two Sentence Overview of the Lesson Plan: This lesson is to make students understand that it is important to respect people for who they are.
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Resources Needed: Smart classroom with internet Or Handouts of the story- New Girl
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Learning Objectives: By the end of the lesson students will be able to:
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Vocabulary Words from the story: Stare, Recess, Tease, Mother tongue, Listen intently Empathy Confirmation bias | |
Warm-Up: Find your Alter Ego!
Activity Details/Instructions T reads out / hands copies of a few statements; Students write down Yes/ No answers to the statements. After they complete writing answers students walk around the class to find others with whom all their answers match, they also need to identify another with whom no answers match. As students compare their answers, they are free to share details of the answer, for example, if the statement is about, birthday falling in an odd month, they could share which month and date too, if they want.
Example statements My birthday falls on an odd month. My best friend's name starts with S. I hate bitter gourd. I know how to ride a bicycle. I have watched more than 5 films in a theatre. I am a bathroom singer/ shower singer. I am named after my grandparent. | |
Time
5-7 mins
2-3 mins
10 min
18-20 mins
8-10 mins | Activities/Instructions
Warm Up
Lead- in T shares the title of the story – The New Girl and asks Ss to guess what they think the story would be about. T writes down the predictions on the board.
Before watching: T gives students a KWL chart (attached at the end of the lesson plan) for Ss to fill out. Ss fill out what they know. Watch Video: T shares the video on Confirmation bias ((1716) Confirmation Bias | Ethics Defined - YouTube ) After watching the video they fill out the KWL again. T tells Ss the importance of having an open mind to new people, ideas and culture.
Jigsaw reading: Ss are divided into 4 or 5 groups and each team gets to read a part of the story. (2 pages of the story is given to one team) Ss read and guess what the other parts of the story could be and fill in the graphic organizer (attached at the end of the lesson). T collects these predictions to be displayed in class. After that, students are shuffled in such a manner that every group has people who have read different versions of the story. Ss then read the full story and then compare their predictions of the story.
Variation The story can be printed out and teams can be given a combination of the pages. For example, one team could get page 1 and 7. There are 11 pages to the story, teams can read and go around looking for parts of the story with the other teams and then put the story together.
Group Discussion: Ss work in groups. Each S shares about either one family practice such as a routine, how they celebrate a festival or a unique practice that the family follows with members of the group. T models sharing one unique practice from his/ her family. For example, in my family we have a practice of naming kids after their grandparents or with the names of Gods. |
Closing/Debrief T asks students to share one information that they thought was interesting about another family’s practice and one practice they would like to adopt into their personal life. |
KWL chart- Confirmation Bias
What do I know about Confirmation Bias? | What do I want to learn about Confirmation Bias? | What did I learn about Confirmation Bias? |
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Graphic organizer for story
What could have happened before? | What does my part of the story say? | What could have happened later?
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