5E Lesson Plan

Teacher: Kirstin Gibbons

Date: Double Period Class Friday Period one/two 8 (9.1 ! 11."
#ub$ect / %rade le&el: 'ear 9
Materials:
Projector and my own computer to project the headlines.
The students need dictionaries.
Different scenarios for students to choose from.
Ausvel standards -
Students contribute to discussions about the eneral concept of culture! and the relationships between cultures
They demonstrate an understandin of variations in cultural perspectives between spea"ers of the lanuae in
different settins
Students describe some of their present personal values and opinions! and compare them with previously held
views.
Students read te#ts and effectively e#tract main ideas and detailed information for use in new conte#ts.
They communicate information in translation and interpretation activities.
$esson objective%s&:
To e#plore the idea of the media bein biased.
'or students to be able to spot the bias.
'or students to e#plore why there is bias.
'or students to e#plore the power of headlines.
'or students to be able to effectively write a headline.
Differentiation strateies to meet diverse learner needs:
Students will translate the headlines in roups and will brin different levels of "nowlede to the roup. They can
support each other and contribute to their own individual e#tent.
The beauty of headlines is that the lanuae does not have to be comple#. Students can ma"e their own
headlines as simple as they wish as lon as their idea is clear.
The topic of reliious symbols will be e#plored with the whole class so for those students who have no prior
"nowlede of what happened this will be e#plored before continuin with the class.
()G*G(+()T
9.1 ! 9.1, ! As the students enter the classroom as" them a (uestion and dependin on the answer assin
them a roup. )uestion could be *+hat is your favorite colour,- %.n 'rench& As" them some warm up (uestions
usin vocabulary that they already "now. *+hat is the weather li"e,- */ow are you,- *+hat are you durin the
wee"end,-
9.1 ! 9.- ! /ave some 'rench01nlish headlines up on the board %they will all be focused around the bannin
of reliious symbols in 'rance&. As" who "nows what they are called, Then as" why people thin" they are
important, 2et some feedbac". The activity will be to translate the 'rench headlines! they have ten minutes. .
will put the timer on the board. Then we will chec" the meanin of the headlines as a class.
(.P/01*T20)
9.- ! 9.-, ! 3ow they have 4 minutes to try and wor" out what all the headlines are tal"in about.
9.-, ! 9.3, ! 3ow e#plain the bac"round of the conte#t %bannin of reliious symbols& Show a short video
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5E Lesson Plan
about the ban and how controversial it was.
(.P/*)*T20)
9.3, ! 1. ! As" what people notice anythin about the headlines. Do they thin" that all the papers aree with
the ban, +hich ones aree and which ones don-t aree, 1#plain that a lot of the time papers put across their
own opinions in articles and a bi part of that is headlines. Therefore! as a class we are oin to the library to
meet with the editor of the *The Ae- newspaper who is oin to run a wor"shop based on writin headlines.
(/*401*T20)
1. ! 11. ! The students will o to the school library to do an hour lon wor"shop with the editor of the *The
Ae- newspaper to learn about writin effective headlines.
(5*/6*T20)
55.66 7 8efore they leave the library they have to choose a scenario from a hat. The scenario could be you are a
'rench journalist who thin"s the ban on reliious symbols is wron. They then have to write headlines for
homewor" accordin to the scenario and be as biased0unbiased as necessary. This will be handed in durin the
ne#t class and can even be displayed on the wall of the classroom for all students to see.
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