Lesson

Plan 3

Goal:

Students will be able to develop the fourth step of their PBI- critically evaluating and revising.

Objectives:

Students will be able to analyze others response toward the issue, being rational or irrational,

proper or improper.

Students will be able to recognize and make up for their narrow and limited thinking logic through

activities.

Students will be able to reexamine their draft plan and try to make it powerful and effective with

the help of feedbacks.

Targets:

Grade 10 students in Beijing Royal School

Time:

45 minutes/ 1 period

Sources:

Four pictures in Appendix 1

Procedures:

1) At the beginning of this class, students will be shown Picture 1. In this picture, we can see

some people on strike. One man is holding a banner, reading NO THAAD. After showing

the picture, the teacher asks students to analyze the picture and guess where it happens

Most students initial response to Picture 1 is that these people are Chinese people who

are against THAAD deployed in South Korea. They believe only Chinese people would have

such a position, while Korean and American people would be willing to have THAAD

deployed. Such a position is so widespread in China that students seldom consider other

options for the covered information. After showing the complete information in Picture

1-1, students will discover that it is the Korean who hold the banner. Then teacher could

explain why many Korean people do not support the THAAD deployment, from their

economic and social perspectives. By doing this activity, the teacher wants students to

think about their previous thinking logic, kind of metacognition. What has caused their

opinion on who held the banner? How can they overcome the wrong cognition and reach

out for a better cognition? Based on thinking and reflecting on such questions, students

should know that most people are used to thinking and analyzing problems from their

thinking logic and perspective, ignoring the various voices available in the world. Such

thinking logic could lead to narrow and stereotyped recognition and concept. What the

teacher wants is not the criticism on this thinking logic, but effective ways to recognize

and improve it. Students could arrive at a more holistic and objective understanding by

being inclusive but also critical to the differences before forming their opinion. The more
 they read and consider, the wider their horizon can be. This is a mild and acceptable way

to correct students previous thinking logic. This activity will take 8 minutes.

2) Then the teacher will show Picture 2. In the picture, there are some people striking and

holding a banner in front of Lotte Store. The main information on the banner is that

Korean Lotte Mart is ready to declare a war with China, as it supports the deployment of

THAAD, so all Chinese people should immediately. There is one word covered on the

banner, but most students could guess out the specific word, meaning be kicked out,

considering the context, the intense atmosphere in current society, and the anger shared

by most Chinese people. The teacher could ask students to discuss and analyze the

response of the people in this picture. Students could form two sides: one side believes

that the action and words on the banner are reasonable, while the other holds that the

action and words are ineffective and inappropriate to solve the issue. Some questions

could be given to students to guide their discussion.

# What kind of attitude is shown by the people in the picture?

# What are the reasons that make them have that attitude?

# Is it acceptable for them to show their attitude in public?

# Do you think their action is effective to spread their voice to public?

# What is the positive and learnable thing from the people and their action in the picture?

# Is there anything about the people and their action that is inappropriate?

# What is your idea of the words in the banner?

# Does the wording of be kicked out beneficial in solving this problem?

# Would you be one of the people to join them in the picture?

 # If yes, why? If no, how will you communicate your suggestion to these people?

During the discussion, the teacher could model students how to express opinion and use

sound reasons to validate their opinion. What the teacher want students to know is that

the attitude and response of the people in the picture are acceptable and reasonable to

show their patriotism. It is also understandable if some Chinese people choose not to join

the strike. To be more specific, the purpose of such public strike is to raise more Chinese

peoples awareness of the current issue. Such strong and powerful action is an indicator

of their opinion, which is quite effective and eye-catching in spreading the voice. While,

the inappropriate wording in the banner is not a good publication of Chinese people to

people all over the world. This is one thing that can be improved. This activity will take 8

minutes.

3) Through analyzing the action plan in Picture 2-2, students could have a chance to

reexamine their own action plan - whether it advocates their voices in a beneficial and

effective manner, or just a crude way to force others to agree. The teacher could invite

several teachers in the grade to be advisors. Therefore, each group of students could have

one advisor to review and discuss their action plan, and the advisor could give some

suggestions from a new and more professional perspective, which is a good way to

practice students application of cosmopolitanism. Based on peers and advisors

feedbacks, each group should turn in a revised action plan. This activity will take 15

minutes.
 4) For the rest of the class, each group will advocate their action plan in the classroom, to

get more feedbacks and practice, before they go beyond classroom, reaching out for more

audiences. This will take 15 minutes.

Evaluation:

Groups will be evaluated by teacher for whether their action plan is turned in before class.

Students will be evaluated by their participation in the advocacy presentation.

Each group will be evaluated by the efficacy of their action plan.

 Appendix 1

Picture 1

Picture 1-1


Picture 2

Picture 2-2

Note: All the pictures are downloaded from Google Images.