Session 2 plan

Module Two

Students:     High school

Time:             45 Minutes

Materials:      “issue cards,”(Education, Environmental problems, Inventions, Cultural heritage, handouts, pens/pencils, poster paper, markers, tape

Goals:            Students will stay in character, develop relationships with students from other schools/cities, become more comfortable with each other, contemplate some challenging ideas regarding the forum issues

Language Objective(s): speaking, listening, reading, writing, building critical

thinking skills

Building Language Awareness:  Reinforce to students that they will be

expected to speak English during the summit, and that the event will integrate

multiple skills (speaking, listening, reading, writing).  Model appropriate

behavior for students by speaking English during summit.

Building Cultural Awareness:  This plan gives students an opportunity to examine cross-cultural issues and share their own experiences. The exercises, tasks, and activities in which students will take part during the summit will encourage them to investigate their value system and look at what different cultures value most.  Try to facilitate this introspection and cross-cultural thinking as students work within their groups and with their micro-classes during their round-tables.  Initiating this cultural awareness will help prepare them for the greater development they will continue during the summit as they work towards developing their final presentations/drawing conclusions. 

Teacher’s Tips:  Be strict on time.  Keeping activities short and students moving

from one activity to another quickly maintains their attention and keeps them

from speaking Russian and talking about their evening plans. 

Lesson Sequence

Pick a card, any card… (2-3 min)

Stand near door and hand every student an “issue card” as they walk in. Greet them: “Welcome, hello, please come in, great to have you, take a seat, I hope you’re enjoying your day so far” etc., but as you greet them hand them the card. Tell them as you hand out the cards and are greeting them to keep the cards out.  They will need them immediately.  Don’t wait for stragglers.  Once the majority of students have arrived and are sitting at desks, tell them to get up and arrange themselves in groups so that they all have the SAME card.  Once they have done that, tell them to hold up their cards.  Walk around and look at the cards.  Smiling.  This is not a reprimand.  This is fun – a game.  Usually people mess up.  No biggie. 

So you’ve got issues…(Part 2) (5 min intro)

Tell students to turn to the Module two page of their student handbook as you walk around and hand out one sheet of poster paper to each group.  Monitor that they’re finding it as you walk around.  Once you have finished handing out poster paper everyone should have their handbook open to the correct page and you will address them a class.  Welcome them again.  Explain the task.  Say:

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“Each group of you will work on the issue on your cards.  You will work only on that one issue”  [Call on 2 or 3 groups and ask them what issue they will work on to verify they understand.  Check that the issue they’ve said matches the issue on their cards.  Look around the room to make sure students understand.]

Say:  Let’s look at our handbooks.  We are going to do Task One.  Can someone from the Invention group tell me what their assignment is for Task One?  [Answer:  To list some greatest inventions  on their poster paper and say how they affected people.] 

                                                                                                                                                                                 

Say:  This is not a test.  You are working together to see how much you know about this topic and help each other learn more.  This is called brainstorming. 

      Say:  What is Culture Heritage’s task? [Answer: complete the statement ” It’s very important to preserve cultural heritage for future generation…”

Say:  What is Environment project’s task?  [Answer:  write some things that affect the environment and present some global environmental projects(nature) on their poster paper]

      Say:  What is  future inventions  task? [Answer:  to discuss what useful things can be invented in future and draw posters

Say:  What is Education’s task? [Answer: write who should benefit from education and how on their poster paper]

Say:  We’re ONLY doing Task One right now.  You are working as groups and writing your answers on your poster paper. You can design your posters any way you like as long as you get the information on them.  You have 3 minutes.  Go!  [SMILE!  Walk around and monitor.  Watch the time!  After three minutes stop them.  It’s okay if they say: “We’re not done!” It’s just about writing down as much as they could in the allotted time. Tell them to get up as a group and take their posters over to the walls.  Walk around and tape them up.]

Say:  Okay, now take a minute or two to walk around and look at each other’s posters.  [Stop them after about 2 minutes and tell them to go stand by a poster they’d like to comment on/ask about.  You’ll be able to allow maybe 4/5 comments.]  2-3 minutes  [Leave Posters up – students might want to continue conversation with each other during break(s).]

Everybody’s got issues… (5-7 min)

Have students refer to task two in their manual.  Again remind them that they are only working on one issue.  Tell them this time they will give a short presentation to their classmates on their conclusions.  Tell them they won’t need to stand in front of the class, but they will need to speak loudly and clearly from where they are sitting and everyone will need to pay attention to each other. 

Have students discuss their issue.  Tell them to take some notes about what they discuss with each other.  After 5 minutes (depending on whether students are looking engaged or are started to look bored and/or talk about other things) stop the discussions. 

Tell two students from each group to stand up and hold up their cards.  Tell them to move to another group.  Now there should be groups of four students from two different issues.  (30 sec-1 min)

Tell these students to discuss their group’s conclusions regarding their issues for a few minutes.  Encourage them to ask questions of each other.  Tell them it’s an exchange of information.  (3 min) 

After three minutes have students switch again and repeat the process.  (3 min)

After three minutes have students switch again and repeat the process.  (3 min)

The objective is to have students share information about all the issues after initially discussing it with their own group.  Once students have repeated this process three times they should go back to their initial groups and discuss what they have learned from other students.  They should make some notes about their conclusions.  (3 min)

Wrap up

Tell students they will use this information to help them draw conclusions and form resolutions for their final presentation.