LESSON PLAN USING CONTENT COLLECTED DURING THE BETUSA PROGRAM IN KANSAS AND MISSOURI

Approach: content-based with focus on four skills School: President Roosevelt High School, Volta Redonda, Brazil Grade: 12 Students level of English: basic Unit: A Trip to the Heart of the US: Learning History While Visiting the American Midwest Topic of the lesson: The Kansas Fight Against Slavery and Its Outcomes Class time: two periods of 50 minutes each

Goals of the lesson: To help students learn basic vocabulary related to politics, human rights, American political-geographic division and slavery. To expose students to the simple past tense of regular and irregular verbs, as a continuation to a previous introductory simple past lesson. To promote critical thinking in English about slavery and methods used in the fight against it.

Outcomes: After the class the students should be able to: understand the name of some American states, their location on the US map and the importance of some events in each of them; recognize the simple past ed and irregular forms; read a passage about the Kansas territory antislavery fight understanding the gist through cognate words; compare the American antislavery movements to the Brazilian ones.

TEACHERS DIRECTIONS 1. Opening Greet the class. Correct homework from last class: simple past tense verbs (answers will include: was/ were, moved, tied, told, hesitate, met, became, took, opposed, prerequisites for this lesson). Write the topic of the lesson on the board and ask the class what they know about it. Explain that in this lesson there will be a listening activity and a reading passage; after that there will be some fun activities using what they will have learned. 2. Pre-listening Present new vocabulary (slavery, Massachusetts, Ohio, New York, Connecticut, religious, Calvinist, God, economy, concerned, consecrate, destruction, racial integration, Abraham Lincoln, gun, men, free state) using Quizlet flashcards. Call volunteers to represent and help the class on the computer and play games using the Quizlet flashcards. 3. Listening Play the video John Browns Stand Against Slavery (THERAVENSWING: 2006) Project the sentences below and ask students to complete them. Play the movie again if necessary. 1. John Brown was born in Torrington, ________________. 2. Owen and Ruth Brown were anti-________________. 3. The Brown family moved to _____________ when he was five. 4. His father was a ________________ and believed slavery was a sin against God. 5. Brown met Frederic Douglas when he lived for a short time in ____________________. 6. ____________ ______________ and many other people disliked slavery. 7. Settlers moved to _____________ hoping to influence the decisions on slavery. Correct the activities quickly, trying to stimulate students participation. Score students, using a 0-1-2 scale, for their participation. Weight: 20%. 4. Post-listening/ Pre-reading Tell the students John Brown was a fighter. Project the pictures of Anderson Silva and the other sports people and say:

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Do you know the word fighter? How many fighters do you see in the picture one, two, three? [Show illustration 03] Do you know the name of one of them? What can you say about the picture? Anderson Silva fought against Yushin Okami in 2011. [Show this sentence on or multimedia projector.] Can you give other examples of fighters? [Model the following for repetition.]

Karate fighter [illustration 04], judo fighter [illustration 05], taekwondo fighter [illustration 06], MST fighter [illustration 07], (MST is a group of homeless Brazilians who fight for the redistribution of plantation lands. It may be very familiar to them, so the purpose is to show them that fighting is not always a sport, as is the case with the reading passage.) [Go back to sentence about illustration 1 and make gestures to demonstrate the preposition against and the simple past of fight.] Who fought against slavery in Brazil? (Tiradentes did.) Who fought against slavery in the USA? (John Brown did.) But not only John Brown. Give students the worksheets. Ask them to look at the map and think about the answers. Then Project Prezi and zoom in each state and make them practice pronunciation. Ask students to Scan the text and circle the nickname of the antislavery fighters from Kansas. Project the following questions: 1. Where did groups of abolitionists go? 2. What did free-staters want to do in Kansas? 3. Why did farmers in the south make much money? 4. Which nickname did the antislavery fighters from Kansas get? Explain the questions and ask students to answer them. They should work silently. Check answers. Score students, using a 0-1-2 scale, for their participation. Weight: 20%. Read the text aloud for the students if they have difficulty answering the questions. 5. Post-reading Ask students to put away their texts. Give away slips with sentence parts (each sentence from the text should be divided by three for a class of 45). Ask students to move around and rebuild the sentences. Each group will then present the sentence (maybe in the order from the text) chorally. Score students 0-1-2 for their participation. Weight: 20% . 6. Writing Before students move again, have each student pick a card from an opaque bag. Students who get the blue cards will be Kansans and those who get the red ones will be Missourians (show the colors on the map projection. Divide the class in small groups with partners that have the same color together in order to write as many sentences as they can, using the models: o Kansans: Slavery must be abolished because o Missourians: Slavery must be maintained because As they write, go around the classroom, checking their work. Score students, using a 0-1-2 scale, for their participation. Weight: 20%. 7. Speaking 4 2 9

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Tell the students that they will now hold a trial in which the defendant 14 will be slavery. Each group will say the sentences they have prepared, preferably by memory. Score students, using a 0-1-2 scale, for their participation. Weight: 20%. 8. Grammar Read the text aloud (again) and ask students to shout the verb they 15 hear, without looking at their worksheet. Split the class and ask one representative from each team to write on each half of the board as many verbs as possible in the base form and simple past. The first group to write twelve (out of the fifteen) verbs from the passage on the board is the winner. Ask the class now to shout nouns they learned this class and put it on the board or project it. For homework, ask students to write five sentences using these nouns and verbs. Next class score students, using a 0-1-2 scale, for their participation. Weight: 20%.

Answer Key: 3 Listening: 1. 2. 3. 4. 5. 6. 7. Connecticut slavery five Calvinist Massachusetts Abraham Lincoln Kansas

4 Reading: (Complete answers are not necessary, so that the pace is kept fast.) 1. 2. 3. 4. They went to Kansas They wanted to stop the spread of slavery into the territories. Because they had slaves. They got the nickname Jayhawks.