Lesson Plan Bacc 2

Lesson Plan Baccalaureate 2nd Course

English Language

Level B1

Start

Lesson Plan Guide

Brief Description

Materials

Title: Give Tolerance a chance

Criteria and Assessment Tools 1, 2

Sequencing and Timing of Activities 1, 2, 3,4

Brief Description

The following didactic sequence has been designed taking into account, on the one hand, the current regulations in terms of curriculum and evaluation of the foreign language in the 2nd year of Baccalaureate and, on the other hand, a series of agreements in terms of textual typology, final task, methodological approach and theme of the unit, taken by the teachers of the different languages ​​studied by high school students. Thus, the common thread of the textual selection is constituted by the theme of tolerance, moving from the personal sphere, What does tolerance mean to you? to a more argumentative level, in which students are asked to express and justifytheir position on different current issues. The purpose of this sequence is to favor the transfer between the different languages ​​and provide the students with the necessary resources so that they can justify their opinion. This ultimate objective will be turned into two specific textual products: the elaboration of an editorial and the preparation of an intervention in a debate situation, prior to some contribution to a discussion forum (Voices of Youth). The title, Youth Speak Out, connects with the theme of the unit and with the idea that they have to make their voices heard if we want to change the social situation.In order to prepare the student to carry out this final task, a series of intermediate tasks are proposed, which increase in complexity, ranging from the comment based on an image or theelaboration of a slogan, to the intervention in the debate, their contribution in a discussion forum or the preparation of an editorial.The textual selection is inspired by the theme of the unit and determined to a large extent by the tasks provided, thus, journalistic texts (news, press releases, editorials), advertisements, oral texts (interviews, debates), hypertexts, or discontinuous texts (posters) have been included.

Materials

Materials used

Materials provided- Didactic guide of the sequence- Summary table- Student material- Student fileCross-cutting issues:- Education in values- Education for Equality- Education for Peace

Lesson Plan Guide

sequencing and timing of activities 1

Some Previous Considerations

The sequence has been divided into four sections in order to facilitate its application in the classroom, giving the opportunity to use only those sections that are considered appropriate or relevant. In each of these sections, a small task is proposed, which prepares the student for the final task- prepare an editorial and prepare an intervention for a debate.

The tasks increase in difficulty and complexity as progress is made, although at the same time - while working with guided tasks based on models but open, they allow each student or group of students, execute them according to their possibilities and capacities.

For the design, it has been based on the fact that -as established by current regulations- high school students“Students who enter the baccalaureate have already a knowledge of the foreign language that allows them to function in habitual situations of communication, so the object of this subject is to delve into their previously acquired discursive skills and enrich their repertoire, as well as practice and improve them in different contexts and fields other than those they already know.”

In this case, and with respect to the areas and contexts indicated in the regulations, the activities and texts address issues related to citizen participation and volunteering (personal sphere), and collect the interaction with the media and public services (public sphere); there are also tasks related to Europe and the world. In the educational field, I considered the acquisition, by the students, of the necessary skills to be able to express a solid opinion, justifying it, giving examples and arguing.

sequencing and timing 2

They are listed below in broad strokes and in a non-exclusive way the different tasks and activities corresponding to the communicative training, textual production, linguistic reflection ethics and textual reconstruction phase, programmed in order to facilitate the student the acquisition of the necessary resources- linguistic and discursive tools to express their opinion, justifying it by means of arguments and examples. These activities will be developed along 4 sessions.

Section 1. What does tolerance mean to you? In this section the theme of the unit is introduced, through iconic resources (photographs) and discontinuous texts (posters), thus providing the opportunity to expand the lexical repertoire (Global issues). You will then hear various comments on those same photographs and posters; Finally, the student will face the formal definition of the term “tolerance” (Article 1 of the Declaration of Unesco principles). After carrying out several activities of comprehension and definition of terms, an extension activity is proposed, this time in groups; the objective is to establish as many associations as possible between the different terms, following a model that obliges to give reasons for such associations (x goes with y because it is the opposite/a synonym/ is a consequence, etc.)

In section 2: Looking into the mirror: now and then After reading an article about the MOT, the Museum of Tolerance and watch a trailer of the film Freedom Writers, corresponding precisely to the visit made by a group of students to this museum, the first task arises: explain what tolerance means for each of them, using images as support. To facilitate oral interventions, we will start from the phrase-model “When I hear the word tolerance, I think of ...", this phrase has appeared in each and every one of comments heard in section 1. Next, we will consider listening to an academic text in which the question of discrimination in the school is presented, and then students will be asked to research on the incidence of discriminatory attitudes in the center, to which they will carry out a survey, and present the results obtained. They will also prepare a slogan and a poster in order to put an end to possible discriminatory attitudes. As activity of Extension, it is proposed to write a letter to the Director of the school informing of the results obtained in the survey as well as possible measures to be taken in the school context. To perform this task, a sample letter is provided.

sequencing and timing 3

Section 2 +

In the following section, we work on the understanding of general and specific information, in newspaper articles, press releases, informative programs and excerpts from literary classics such as "Animal Farm” or movies such as “Grand Torino”; the connecting link of this selection of texts is again constituted by tolerance, or better said the opposite, because in all of them different episodes of intolerance appear. Evidence of intolerance or tolerance zero in "La granja", where the student faces the challenge to produce a press release announcing the changes introduced into the regulations by Napoleon and his henchmen; intolerance to immigration as revealed in the trailer for “Grand Torino” or in the Euronews program on changing attitudes in Switzerland against the immigrants; and finally intolerance to the religious signs, discussed in the Washington Post article on the French regulations against the use of the Muslim headscarf in the classroom. All this in order to provide the student with the necessary resources to prepare a story for a supposed television program, reporting on an event that occurred in the immediate environment.

Section 3, which is entitled “Why do they call it “tolerance” when they mean“indifference"? It addresses the taking of responsibilities and the implementation of actions to improve our environment. It will start with the viewing of a trailer of the film Hotel Rwanda, and the reading of a text about the events that are addressed in the film, to later ask the students to prepare a brief press release informing public opinion of the event. As an extra activity, it is proposed to search for information on humanitarian campaigns and projects carried out by NGOs; the students will have to look for information on the organization's website, in addition to extracting specific information from a radio ad in which cooperating places are offered abroad. To finish off, an application form is provided, which the student will have to fill in.

SEQUENCING AND TIMING 4

In Section 4: Where do we stand? The final task is introduced with the general title “Youth Speak Out”. This task has two aspects: a written one, in which the student, after analyzing a editorial and transferring the information to an outline, is asked to plan and write his/her own editorial for a school magazine. The second aspect is oral, asking the student, after watching a video, in which students are given information on current matters that demand attention and taking positions, which prepare their intervention in an imaginary debate exposing their point of view on a particular topic. However, and previously, the students will have to visit the Unicef ​​forum - Voices of Youth- and make a contribution to one of the threads of discussion. To facilitate this task of preparing an editorial and intervening participation in a debate, the student has a guide and a valuation rubric of both products. Conscious of the importance of planning and the process itself in the development of the task, the student will have to present the first draft of the editorial to the teacher, who will hold a brief interview with him/her during which he/she will take notes, not so much of the errors, but of the ability to detect mistakes and improve their own production. In this case, the interesting thing is to assess the capacity to self-correct with the minimum number of direct indications from the teacher.

At the end of the material, in addition to the audio transcriptions, An extra activity is included: an "Information Gap" type, in which Tolerance towards the intolerant is suggested as a topic of debate. This debate would be preceded by a reading in which the students would obtain information from different opinions, among which it is included a brief excerpt from Obama's speech, on the occasion of his awarding the Nobel Peace Prize. This activity will be carried out in pairs or groups, with the purpose of that each of the students inform their partner or partners about the assigned texts (available at the end of the material of the student, in the section "Information -Gap").

criteria and assessment tools 1

The sequence evaluation criteria are listed below:

- Understand the main idea and identify relevant details of oral messages, in standard language, structured clearly, issued by the media on current affairs. - Express fluently in previously prepared expositions and presentations in front of the classroom. - Understand the relevant information, in authentic written texts, in various supports, in order to carry out a task. - Write a text exposing an opinion and justifying it adequately, linking the sentences appropriately and paying attention to the registry. - Use knowledge of indirect speech to appropriately convey comments, opinions, ideas and points of view of other people. - Autonomous use of ICTs as international communication tools. - Analyze, through documents in digital, paper or audiovisual support, relevant cultural and social aspects.

criteria and assessment tools 2

Among the assessment tools that will be used to assess the degree of achievement of the objectives we can point out the following:

1. Self-assessment sheet, inspired by the PEL descriptors (adults), in which in addition to the five communication skills, a section dedicated to linguistic reflection and another to the strategies used are included. Furthermore a table where the learning activities carried out throughout the learning sequence.

2. Dossier, inspired by the PEL, with references to each and every one of the proposed tasks throughout the sequence, where both final results and drafts will be collected .

3. Valuation matrices of textual products, both written and oral, with references to both the product and the production process.

4. Observation Sheet In relation to the assessment of the process and the capacities that the student has or can develop, an individual interview is proposed, in which as indicated above, the teacher will start from the draft or script provided by the student. (Through questions or comments that will go from more general "Are you sure?", "How could you improve this sentence?"), to more specific, such as “There’s a problem with word order here, can you correct the mistake?", it will be possible to make an objective assessment of their knowledge and capabilities.