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Trainers Guide

This handbook contains a collection of teacher training modules developed under the U.S. Embassy
funded Civic and Tech through English Language (CTEL) program implemented by PH international in
partnership with Georgetown University School of Continuing Studies English Language Center.

The goal of the CTEL methodology workshops is for Civic Education, ICT, and English Language teachers
to learn and apply integrated teaching and learning techniques and approaches so that they can provide
students with experiential learning opportunities in democratic practices, and English and technology
use.

Table of Contents

Content-Based Instruction and Team Teaching / National Heroes .....................11

Democratic, Student-centered Instruction / Holidays ........................................169

Classroom Management / Diversity and Multiculturalism ............................... 297

Objective and Materials Development / Vocational and Life Choices .............. 421

Objectives and Assessment / Volunteerism ...................................................... 579


Notes on Content Based Instruction for CTEL Program

For purposes of the CTEL Program, the instructional model of Content Based Instruction (CBI)
will be new to participants. For this reason, this first module focuses on CBI and how the civics,
technology, and English teachers need to work together. Overall, civic education goals will be
developed and achieved through English language, and the English objectives need to align with
the civics language, structures, and outcomes needed. An additional dimension is the inclusion
of technology. The technology objectives, which come from a list provided during Phase I of the
training, should also align in each lesson with the Civics and English objectives; technology
teaching, similar to English, is designed to support productive output/assessment/authentic
accomplishment of a civics task using technology and English to demonstrate it. This may be a
power point illustration, a Venn Diagram in Word, a letter designed in Word, a flier using
images in Word or Powerpoint, or other product that allows students to show their learning.

One of the primary challenges for the teachers will be deciding what objectives for each lesson
are complementary and demonstration of student learning. Once they determine that, each
teacher should develop an objective, as in the model lesson plans included with each unit. The
objectives they select can and will be unique to the needs of their own student population, but
each should fit within a lesson; the teachers in turn will co-teach each lesson, focusing on their
teaching points and activities, and providing support to students.

Another challenge for participating teachers will be the process or classroom language they will
need to develop themselves (perhaps, if civics and/or technology teachers have weaknesses in the
English of their particular content area) and in their students. Each model lesson has a column in
the lesson plan for classroom language. They should identify other language as you review the
model lessons, and, more importantly, as they design their own lessons.

The microteaching will allow them to practice both areas of challenge: how they will collaborate
in their co-teaching in order to accomplish objectives, and the opportunity to practice their
language.

They will likely need extensive support in this. This kind of model is likely one that you may
have used in your classrooms, perhaps even without the need for explicit technology instruction
(depending on the demographics of your English students). In many ways, we rely on
technology for students to demonstrate their learning. In Georgia, this is very new, so support as
teachers proceed will be essential.

We are hopeful that the model lessons will provide them with strong templates to design their
own instruction; nevertheless, extensive support will be needed.

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MODULE 1: CONTENT-BASED INSTRUCTION AND TEAM TEACHING

Time Topics/Activities Instructor Information

Hour Introductions and CTEL CTEL Overview: Objectives, Modules, Portfolio,


1 Overview Lessons, Observations, Reflections, Sharing with
Colleagues (30 minutes)
Handout 1
Handout 2 Pass out Handout 2 and review.
Requirements:
Portfolio: Teachers should keep
resources, model lesson plans,
observation feedback, reflections,
and best practices sheets in
portfolio.
Sharing with Colleagues: CTEL
teachers can use portfolio to share
learning with colleagues
throughout school and record
results in reflections.

Please tell teachers that these workshops will be


active sessions, not lectures, that as a group, you will
be working through new pedagogical approaches and
designing lesson plans using civic education
resources.

Please also note that observations are intended to be


formative NOT EVALUATIVE and that
feedback will focus on helping to implement ideas
from the professional development sessions.

Answer questions.

Hour Introduction to Content Based Introduction to Content Based Instruction and Team
2 Instruction and Team Teaching
Teaching (For background, see Notes on CBI for
background context/ program framework)
Handout 3
Handout 4 The instructional model of Content Based Instruction
Handout 5 (CBI) will be new to participants. Overall, civics and

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Georgetown University School of Continuing Studies English Language Center

Handout 6 technology goals will be developed using English


Handout 7 language, and the English objectives need to align
Handout 8 with the civics language, structures, and outcomes
needed. Technology objectives will allow students to
use English and new technology skills to demonstrate
mastery of civics and English (as well as technology).
Civics essentially is the platform for learning both
English and technology, and technology is the
platform for demonstrating mastery of civics content
and English language skills.

Pre-lecture

Ask teachers to discuss the questions on


Handout 3 within their triads and to prepare to
share their ideas with others (See Handout 3)
(10 minutes)
Ask each group to share their ideas with the
class (or combine two or three triads if the
class feels restless; this will increase
interaction and decrease wait time) (10
minutes)
Interactive Presentation Presentation 1
(Included as Handout 4)
Please see Handout 4 Presentation 2 Instructor
Version.

At slide 6, note that the sample lessons will show


how all three areas work together: English to support
civics and technology learning, technology to show
civics and English learning, civics as the source of
the content instruction and English as the foundation
for all instruction.

At slides 19, 20, 21, have questions for subject


teachers to ask themselves. After showing the
questions on these slides, please refer to Handout 5
(referenced in Slide 22). Ask teachers to talk to
others in their traids to list some learning needs that
students will need to accomplish (objectives) and fill
in the handout.

After 10-20 minutes, elicit answers. If teachers are

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

stumped, continue the presentation and share


examples on subsequent slides. The purpose is just to
activate their thinking about the question of how a
joint objective has different learning components.

Before Slide 23 or after Slide 28, you can refer to


Handout 6, which summarizes the objective examples
for each area, as shown in slides 23-28.

Slide 31 refers to handout 7, which is a tool for


planning activities to support objectives they can use
later in the workshop.

Handout 8 (referenced in Slide 33) provides a lesson


plan template. Theyll work on lesson planning later
in the workshop, but this provides them a framework
to understand the model lesson and then their own
planning.

One of the primary challenges for the teachers will be


deciding what objectives for each lesson are
complementary and demonstration of student
learning. Once they determine that, each teacher
should develop an objective, as in the model lesson
plans included with each unit. The objectives they
select can and will be unique to the needs of their
own student population, but each should fit within a
lesson; the teachers in turn will co-teach each lesson,
focusing on their teaching points and activities, and
providing support to students.

Spend some time discussing how the


activities should support the objective, then
note that youll see some sample lesson plans
in the next hour.

Hour Introduction to Civic Presentation 2 presents Civic Education topic of


3 Education Topic 1: National National Heroes. Slide 2 asks participants for their
Heroes ideas about who is a national hero. Take time to
discuss this question.
Handout 9
Handout 10 Use the presentation to provide an overview of how
Handout 11

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Civic and Technology Education through English Language (CTEL) Program
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Handout 12 national heroes can be the subject of CBI.

Please see Handout 9 Presentation 2 Instructor


Version.

The PDF form of the powerpoint is Handout 9.

Handout 10 contains Lesson Plan Example 1


Handout 11 contains Lesson Plan Example 2

The presentation includes the steps involved in the


lesson plan so that you can discuss it and answer
questions as you proceed.

Please emphasize that these are only an example to


show how civics, technology, and English objectives
can fit together, with teachers taking turns to provide
instruction in their areas, and co-teaching and
managing the class. Students (and teachers) will
need English for the technology and civics
instruction; they will use technology to process their
civics and English learning. They can choose
appropriate levels of civics, technology, and English
objectives for their students.

The final column of the lesson plan handout


identifies some classroom language teachers may
need for activities. Ask participants to identify other
language they may need to teach the lesson.
Teachers can identify and practice additional
language.

Throughout the lesson, note that the English teacher


is also providing support for procedural language as
needed.

After each lesson, there are discussion questions that


link back to the civics topic and to the methodology
topic CBI. These are a way to reflect and
consolidate the model. Participants can discuss in
their triads.

Then provide Handout 12 a list of resources about

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national heroes.

Hour Lesson Planning Workshop Ask participants to use Handout 12 or their own
4 textbooks or ideas for National Heroes, the example
To complete: lesson plans in Handouts 10 and 11, Handout 7, the
Handouts 7, 8
template for planning, and Handout 8, the lesson plan
template to design a 20-minute lesson to present to
For reference:
Handout 10, 11, 12 their peers.

First they need to discuss, in their triads, a focus and


For feedback: Handout objective for the plan, and what English and
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technology objectives work with the civics topic.
They should fill out Handout 7.

After this pre-planning, they should move on to


Handout 8 to design a lesson plan using CBI
approaches, and deciding on which teacher will teach
which portion of the lesson.

Be prepared to help groups brainstorm a lesson plan.


If they are having difficulty, choose a basic approach
read about a civics hero and use a few new
vocabulary words and past tense verbs to write a few
sentences using word processing.

Participating teachers should work in their triads,


with one civics, one technology, and one English
teacher from each school. If anyone is missing (an
incomplete triad, ask them to fill in the role of that
teacher to the best of their ability).

They should plan for a 20 minute microteaching


session, and all three will actually teach their lesson
to their peers, as they would/will in their own
classroom.

When they finish they should write their lesson


objectives and main activities on a sheet of sticky flip
chart paper, using a dark marker and clear printing.
This will be used as they present their lessons to their
peers.

At the end of the planning hour, ask for 2 triads to

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volunteer for whole class presentation


/microteaching. If no one volunteers, select the
groups randomly.

These two triads will have 20 minutes each (with 10


minutes for feedback each) to do their microteaching
in front of the class.

Use Handout 13 for Feedback (2 copies)

Hour Whole Class Microteaching Triad 1: 20 minutes to present, 10 minutes for class
5 feedback.
Handout 13
Triad 2: 20 minutes to present, 10 minutes for class
feedback.

Ask for peer feedback (using Handout 13). Explain


that you will use the same form for feedback on your
classroom observations.

Hour Group Microteaching & Wrap


6 up
For the second hour of micro teaching, each triad will
Handout 13 present a lesson to another triad, with 20 minutes to
present and 10 minutes for feedback each using the
feedback form.

There will be more or fewer triad pairs (or one group


of 3 triads) depending on overall numbers.

Those who presented in the first hour can wander to


assist and observe.

Wrap up:

Tell the teachers when you will be coming to visit;


ask them to try a planning and teaching a CBI lesson
in their own classroom, and to write a reflection for
their portfolios and for discussion at the next
workshop. Let them know that when you visit, youd
like to observe them and will provide feedback using
Handout 13.

Post-departure:

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

After participants leave, take photos of each posted


lesson overview on chart paper to share with
participants.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Notes on Content Based Instruction for CTEL Program

For purposes of the CTEL Program, the instructional model of Content Based Instruction (CBI)
will be new to participants. For this reason, this first module focuses on CBI and how the civics,
technology, and English teachers need to work together. Overall, civic education goals will be
developed and achieved through English language, and the English objectives need to align with
the civics language, structures, and outcomes needed. An additional dimension is the inclusion
of technology. The technology objectives, which come from a list provided during Phase I of the
training, should also align in each lesson with the Civics and English objectives; technology
teaching, similar to English, is designed to support productive output/assessment/authentic
accomplishment of a civics task using technology and English to demonstrate it. This may be a
power point illustration, a Venn Diagram in Word, a letter designed in Word, a flier using
images in Word or Powerpoint, or other product that allows students to show their learning.

One of the primary challenges for the teachers will be deciding what objectives for each lesson
are complementary and demonstration of student learning. Once they determine that, each
teacher should develop an objective, as in the model lesson plans included with each unit. The
objectives they select can and will be unique to the needs of their own student population, but
each should fit within a lesson; the teachers in turn will co-teach each lesson, focusing on their
teaching points and activities, and providing support to students.

Another challenge for participating teachers will be the process or classroom language they will
need to develop themselves (perhaps, if civics and/or technology teachers have weaknesses in the
English of their particular content area) and in their students. Each model lesson has a column in
the lesson plan for classroom language. They should identify other language as you review the
model lessons, and, more importantly, as they design their own lessons.

The microteaching will allow them to practice both areas of challenge: how they will collaborate
in their co-teaching in order to accomplish objectives, and the opportunity to practice their
language.

They will likely need extensive support in this. This kind of model is likely one that you may
have used in your classrooms, perhaps even without the need for explicit technology instruction
(depending on the demographics of your English students). In many ways, we rely on
technology for students to demonstrate their learning. In Georgia, this is very new, so support as
teachers proceed will be essential.

We are hopeful that the model lessons will provide them with strong templates to design their
own instruction; nevertheless, extensive support will be needed.

10
Module 1
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 1

Pair Interview

1. Where did you grow up and go to school?

2. How long have you been teaching?

3. What do you like best about teaching?

4. What is most difficult about teaching?

5. What do you hope to learn from this program?

6. Please share something interesting about yourself: a hobby, an interesting recent


experience, something about your family?

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 2

CIVIC AND TECHNOLOGY EDUCATION THROUGH ENGLISH LANGUAGE


(CTEL) PROGRAM

GEORGETOWN UNIVERSITY SCHOOL OF CONTINUING STUDIES ENGLISH


LANGUAGE CENTER

METHODOLOGY WORKSHOPS

The goal of the CTEL methodology workshops is for Civic Education, Technology, and English
teachers to learn and apply integrated teaching and learning techniques and approaches so that
they can provide students with experiential learning opportunities in democratic practices, and
English and technology use. In teams, participating teachers will develop instructional
approaches and lessons supporting learning objectives from all three areas, including one plan by
the conclusion of each workshop to share with peers. Following each workshop, teams will
deliver the lessons they have developed and receive feedback on their delivery. Reflection and
ongoing improvement will be an important part of the workshop cycle so that participants can
continue to build their skills in integrated teaching and learning. .

Objectives:

Teacher participants will learn and apply methodologies for integrating civic and
technology education through English language;

Teacher participants will learn to work in teams to develop objectives for content-based
instruction and integrated lessons, assisting each other as they implement new
approaches;

Teacher participants will design lesson plans, receive feedback, and incorporate new
ideas from peer observation and feedback;

Teacher participants will share their portfolio of new approaches and lessons with
colleagues in their schools.

Specifically, teachers will develop competency in the following new practice areas:

Incorporating an integrated approach to content-based instruction in civic education,

technology, and English language teaching and learning, and planning in teams;

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Developing student-centered approaches to support learning objectives;

Implementing active, cooperative learning as a classroom management strategy;

Developing and scaffolding class activities and materials to meet learning objectives;

Developing objectives which encompass both content and language goals;

Developing materials in support of objectives and activities;

Designing and using assessment activities to inform instruction;

Creating outreach methods to share learnings with colleagues.

Program Overview

CTEL Training Modules

Workshop Methodology Topic Civics Education Topic

Workshop 1 Content-Based Instruction and Team National Heroes


Teaching

Workshop 2 Democratic, Student-centered Holidays


Instruction

Workshop 3 Classroom Management Diversity and Multiculturalism

Workshop 4 Objectives and Materials Vocational and Life Choices


Development

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Workshop 5 Objectives and Assessment Volunteerism

Pedagogy and Methodology Topics

1. Content-based instruction and Team Teaching

This workshop addresses the integration of language and content, as is necessary for
teaching academic language at all grade levels. Given the combination of civic and
technology education and English language, teachers will develop objectives that are
mutually reinforcing, and use classroom strategies to ensure student learning. The
workshop will also focus on developing content objectives and language activities and
designing activities and steps to ensure mastery and demonstration of both sets of skills.
The team teaching aspect of this session will address joint planning and division of
instructional tasks.

2. Democratic, student-centered instruction

This topic focuses on the need to consider students previous learning, motivation,
interests, language level, and other considerations when planning instruction. The focus
on student-centered instruction marks a dramatic shift from teacher-centered instruction,
where the teacher does the majority of the talking, and creates a more communicative and
outcomes-oriented teaching environment. It is also a shift from textbook-centered
instruction, where the starting point is the textbook rather than the students, and enables
teachers to design objectives-based instruction.

3. Classroom Management

This session will focus on how to use interactive and cooperative learning and learner
centeredness to manage the classroom in a communicative way that maximizes student
learning and accomplishment of objectives. Because some teachers may be more
comfortable with teacher-centered classrooms, the workshop will include very specific
methodologies that ensure student participation.

4. Objectives and Materials Development

Building on previous workshops, this session addresses developing appropriately


scaffolded materials to ensure student achievement of language and content skills and
functions, with an emphasis on adapting authentic materials. This session emphasizes
using materials as scaffolding to ensure students are able to reach goals and to
demonstrate their skills and knowledge through performance assessment. This approach
is highly effective as a planning tool with any curriculum. Because teaching starts from
3

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

student needs and progresses toward curricular objectives, teachers will need to include
materials outside of the assigned textbook.

5. Assessment

This workshop focuses on assessment is a critical step in the instructional cycle and this
topic will focus on assessment in this context, including both needs assessment and
integrated performance assessments in instruction. The session will include backwards
planning so that lessons build student skills to ensure achievement of objectives.
Additionally, the use of rubrics and clear and transparent assignments will be emphasized
as a motivational tool for students and as a way to ensure high levels of student
performance.

Civic Education Topics

1. National Heroes

This topic centers on current and historical cultural, political, sports, and media heroes in
the U.S. and Georgia as a means of cultural exploration and discussion and language
development according to the English Language Curriculum.

2. Holidays

This topic involves cultural practices involved in U.S. holidays, Georgian holidays, and
shared holidays, focusing on foods, gifts, and other traditions. The focus will be on the
language and cultural skills outlined in the Georgian English Language Curriculum.

3. Diversity and Multiculturalism

This topic examines issues of tolerance for individuals of different backgrounds, cultures,
and abilities, with emphasis on understanding other cultures. Examples and tools from
U.S. classrooms will be adapted for use in Georgia.

4. Vocational and Life Choices

This session addresses teaching students to think about their skills, interests, and
aptitudes and applying them toward a career or vocational area. Materials will provide
examples for students to explore areas of interest and career and educational pathways.

5. Volunteerism

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This topic focuses on the role of volunteerism in civic society and how individuals can
make a difference in their communities. The workshop will include various types of
efforts, whether in helping the poor, improving the environment, or enacting
neighborhood improvements.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 3

Introduction to CBI

What do you know about content-based instruction? Is it used at your school?

How is team teaching used in your school?

What ideas do you have for how teachers can work together to create student learning in content
plus language?

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Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 4
Presentation 1 -Lecture Notes for Instructors

Slide
1

CTEL Module 1:
Content-based Instruction and Team
Teaching
Civic and Technology Education
through English Language (CTEL)
Program

Georgetown University School of


Continuing Studies English Language
Center

Please explain to participants that Content-based instruction is the model that is the basis
for this program. This will allow team of civics, technology, and English teachers to
work together to provide instruction in all three areas.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
2
Content-based instruction

Content-based instruction combines language


goals and content goals.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Content Based Instruction (CBI) is a way of teaching the language that students need to
learn content material in civics and English, meeting content and language goals.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
3
Content-based instruction

By learning the language of content subjects,


students move from social to academic language
(Cummins in Chamot & OMalley, p.40).

This will eventually prepare them for university


and professional English.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

CBI takes students to another level of mastery of English, from social to more formal
academic language. This academic English will help them with future students and in
the workplace.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
4
Content-based instruction

Research shows that content-based instruction


motivates students more than other language
instruction (Chamot & OMalley).

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

CBI motivates students because they are using English for authentic learning goals in
other school subjects in this case, civics and technology.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
5
Content-based instruction

Content-based instruction includes language forms,


content vocabulary, and classroom process
language.

They will need all 3 to complete assignments and


show their learning.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

CBI English will include any grammar and language forms and vocabulary that students
need to understand content material.

They will also need to understand the instructions for classroom activities, because the
whole class will be conducted in English.

In this program, teachers will also work on both.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
6
Content-based instruction

Each class will include civics content,


technology skills, and English language
structures, vocabulary, and process
language to support this learning and class
outcomes.

Now well look at how to do this.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Each class will include civics content learning, technology skills for activities that
support that learning, English language (structures and/or vocabulary) that students need
to access that learning, and classroom language so that all instruction and activities can
take place in English.

Note that the sample lessons will show how all three areas work together: English to
support civics and technology learning, technology to show civics and English learning,
civics as the source of the content instruction and English as the foundation for all
instruction.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
7

Team Teaching and Planning for


Content Based Instruction

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

For successful CBI, teachers must work together to set goals and determine learning
needs and activities to help students meet the objectives.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
8
Team Teaching Models
Team teaching can take several forms:
1. Special guest teachers
2. A teacher in a supporting role following
directions of the main teacher
3. Equal co-teachers working in teams.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

There are several models which teachers can use to bring in expertise in areas other than
their own. This program will use Model 3 co-teaching in triads.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
9
Team Teaching Models
Our model is the third: you are equal co-
teachers in school teams.

Co-teachers cooperate to plan lessons and


lead classroom activities.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This project model emphasizes joint planning and teaching in teams of three triads
from the same school. In this way, the members of each triad can work together to
combine their expertise for planning and conducting classroom activities.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
10
Team Teaching Models
Content teachers civics and technology
and English language teachers will develop
lessons that address both content and
language.

Each teacher will lead different parts of the


lesson and all will help students work on
activities.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Each content teacher will contribute to the development of lesson plans, with all three
areas working together to achieve one goal.

During teaching, each teacher will rotate to provide instruction in his or her area, at the
times that civics, technology, and English instruction and activities are needed. All
teachers will help students as they proceed through the work so its important to
understand the overall goals and the goals in each area of instruction.

10

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Slide
11
Planning for CBI
For each lesson or unit, students will need several
areas of language and content learning objectives,
instruction, and activities.

Civics Content
ICT instruction in technology skills for class
English structures, vocabulary, and process language
for civics and ICT

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In each class, students will need instruction in each area to achieve objectives.

Civics will provide the topic objective. A technology objective which works with this
civics objective will help students to meet the civics goal while learning technology and
English. English objectives will be based on the language of the civics and technology
goals and classroom language needed for activities.

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Slide
12
Planning for CBI
Civics Content:

Instruction, reading, writing, discussion


and production to learn new material and
ideas in civic education.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Civics will focus on new material in English through direct instruction, reading, writing,
and student production of knowledge related to new ideas and material. Students will
work with this material using activities that involve technology and English language.

12

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Slide
13
Planning for CBI

Technology Content:

Instruction on an area of technology


needed to support student activities for
the civics content topic.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Technology should focus on a skill that can be used to increase learning about the civics
topic and/or to create a student project that shows learning in civics and English.
Technology instruction and activities will also occur in English.

13

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Slide
14
Planning for CBI
English Language:

English language related to that civics


area, English language related to the
technology area needed, and classroom
language for student activities.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

English teaching will focus on the structures and vocabulary needed to achieve the civics
and technology objectives. It will also include new classroom language that students
need for classroom instruction and activities.

14

34
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
15
Planning for CBI
Teachers help each other to address the
learning needs of all students.

Teachers share the work of planning and


preparing.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

It is very important that teachers spend time together in order to figure out what
objectives will work together, and what kind of activities will show student mastery of
civics using technology and English.

Each teacher will have to ensure that the others understand his material and activities.

Teachers will also have to plan and practice the English they need to deliver the lesson.

15

35
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
16
Planning for CBI

Team collaboration and cooperation are


essential.

Team planning time is also needed.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

All three teachers will need to collaborate to ensure they understand the material and
English language for all three areas.

This planning will take time but will pay off in a smooth lesson.

16

36
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
17

Team Planning Process


First, it is necessary to identify a content
topic and objective.

For example, well take this weeks topic of


national heroes.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Based on the civics curriculum, teachers should select a topic, and come up with an
objective that students can master in class.

Next, teachers should think about what technology will facilitate student work on this
topic.

Finally, teachers need to identify the language needed for the civics material,
technology instruction, and classroom activities.

17

37
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide
18
Overall Objective
The topic of National Heroes might have
an objective like this:

Students will learn about a national hero


by reading about and writing a short
summary using MS Word.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This objective shows how technology and English can support civics learning, and how
civics can be a good source for technology learning, and how English will be developed
by doing both sets of activities using English.

18

38
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 19

Planning for Civics Learning

The civics teachers need to think about:

What civics learning is needed for students to


meet the objective?

What language will they need for this learning?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Slides 19, 20, and 21 go together and have questions for subject
teachers to ask themselves.

After showing the questions on these slides, please refer to Handout 5


(referenced in Slide 22). Ask teachers to talk to others in their triads
to list some learning needs that students will need to accomplish
(objectives).

Ask teachers to talk to others in their triads to list some learning needs
that students will need to accomplish (objectives).

19

39
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 20

Planning for ICT Learning

ICT teachers will need to think about:

What technology skills do students need


to learn to type a short summary report?

What English language do I need to teach


these skills?
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slides 19-21 are a group, repeating questions for each teaching area.

Slide 21

Planning for English Language Learning

English language teachers will need to think


about:

What language knowledge will students


need?

What language skills will students need?


Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slides 19-21 are a group, repeating questions for each teaching area.

20

40
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 22

Planning for Learning Needs

Please see Handout 5.

What could be learning needs in your


content area?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Based on the questions in Slides 19-21, please refer to Handout 5 and


ask participants to think of some learning needs in their areas.

After 10-20 minutes, elicit answers. If teachers are having difficulty,


continue the presentation and share examples on subsequent slides.
The purpose is just to activate their thinking about the question of how
a joint objective has different learning components.

Slides 23-28 provide examples of what a triad could come up with, to


review at the conclusion of this discussion.

21

41
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 23 Civics Learning - Example


Possible civics learning needs:

Background knowledge: General


understanding of Georgian history or society.

New learning needs: Learning about a new,


specific hero and why he is important.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Slides 23-28 provide examples of what participants could have come


up with. These are only examples. Their own learning needs will be
different. For each area, there are possible learning needs and possible
objectives.

Before Slide 23 or after Slide 28, you can refer to Handout 6, which
summarizes the objective examples for each area, as shown in slides
23-28.

22

42
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 24

Civics Objectives - Example

Possible civics objective:

Students will be able to write a short


summary of a national hero.
Students will be able to describe why that
person is a hero.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is an example of a civics objective; participants will have


different objectives for their own students.

Slide 25

ICT Learning - Example


Possible technology learning needs:

Word processing

Editing

Formatting

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is an example of technology learning needs; participants will


have different needs for their own students.

23

43
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 26

ICT Learning - Example


Possible technology objectives:

Students will be able to create a Word


document summary of a national hero.

Students will be able to use fonts and


colors in their document.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is an example of a technology objective; participants will have


different objectives for their own students.

Slide 27

English Language Learning - Example

Possible English language learning needs:


1. Past tense verbs related to lives of heroes

2. Descriptive adjectives

3. Vocabulary related to national leaders

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is an example of English language needs; participants will have


different needs for their own students.

24

44
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 28
English Language Objectives - Example

Possible English language objectives:

Students will be able to use vocabulary and


past tense verbs to read about and write a
summary of a national hero.

Students will be able to follow instructions


for group work and group presentations in
English.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

This is an example of an English objective; participants will have


different objectives for their own students.

Before Slide 23 or after Slide 28, you can refer to Handout 6, which
summarizes the objective examples for each area, as shown in slides
23-28.

25

45
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 29

Team Lesson Planning for CBI

After you know your learning objectives, you


should plan the lesson.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Tell participants that the learning objectives will provide the road
map; once they know what they want their students to learn, they can
begin planning activities.

Slide 30

Teachers in each area will have to determine how much/what kind of


instruction their students need, and supporting activities. This means
that students will take steps in each area to meet the overall objective

26

46
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

for the class. The English teacher will work with vocabulary, for
example, before or after the civics part of the class. The technology
teacher will teach, demonstrate, and lead practice on the skills students
need for their civics activities in English.

Slide 31

Slide 31 refers to handout 7, which is a tool for planning activities to


support objectives they can use later in the workshop. For now it is
just for reference.

27

47
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 32

Team Lesson Planning for CBI

After you have a sense of what you will need to


teach, your team should ask:

What order of activities makes sense to build


student skills?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The order of instruction and practice activities will vary based on the
lesson and objectives. For example, if they need to read a civics text,
the English teacher might need to teach vocabulary. In another
example, if they are going to read on the internet, they will need some
technology instruction first.

Slide 33

28

48
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Handout 8 (referenced in Slide 33) provides a lesson plan template.


Theyll work on lesson planning later in the workshop, but this
provides them a framework to understand the model lesson and then
their own planning.

One of the primary challenges for the teachers will be deciding what
objectives for each lesson are complementary and demonstration of
student learning. Once they determine that, each teacher should
develop an objective, as in the model lesson plans included with each
unit. The objectives they select can and will be unique to the needs of
their own student population, but each should fit within a lesson; the
teachers in turn will co-teach each lesson, focusing on their teaching
points and activities, and providing support to students.

Spend some time discussing how the activities should support the
objective, then note that youll see some sample lesson plans in the
next hour.

29

49
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 34

Team Lesson Planning for CBI

Well have more practice and an example after


looking at the topic of heroes and then a sample
lesson.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In the next hour, within the presentation on national heroes, there are
examples of lesson plan that include civics, technology, and English.
You will be able to go through them with the class so that they have a
full model for their own lesson planning.

Slide 35

Content Based Instruction

Questions and Comments?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

30

50
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 4

Presentation 1

Slide 1 ___________________________________

CTEL Module 1: ___________________________________


Content-based Instruction and Team
Teaching
Civic and Technology Education
___________________________________
through English Language (CTEL)
Program

Georgetown University School of


Continuing Studies English Language
Center

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________
Content-based instruction

Content-based instruction combines language ___________________________________


goals and content goals.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

51
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 3 ___________________________________
Content-based instruction

By learning the language of content subjects,


students move from social to academic language
___________________________________
(Cummins in Chamot & OMalley, p.40).

This will eventually prepare them for university


and professional English. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________
Content-based instruction

Research shows that content-based instruction


motivates students more than other language ___________________________________
instruction (Chamot & OMalley).

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________
Content-based instruction

Content-based instruction includes language forms,


content vocabulary, and classroom process ___________________________________
language.

They will need all 3 to complete assignments and


show their learning. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

52
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 6 ___________________________________
Content-based instruction

Each class will include civics content,


technology skills, and English language ___________________________________
structures, vocabulary, and process
language to support this learning and class
outcomes.

Now well look at how to do this.


___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 ___________________________________

Team Teaching and Planning for ___________________________________


Content Based Instruction

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________
Team Teaching Models
Team teaching can take several forms:
1. Special guest teachers ___________________________________
2. A teacher in a supporting role following
directions of the main teacher
3. Equal co-teachers working in teams.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

53
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 9 ___________________________________
Team Teaching Models
Our model is the third: you are equal co-
teachers in school teams.
___________________________________
Co-teachers cooperate to plan lessons and
lead classroom activities.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 ___________________________________
Team Teaching Models
Content teachers civics and technology
and English language teachers will develop
lessons that address both content and ___________________________________
language.

Each teacher will lead different parts of the


lesson and all will help students work on
___________________________________
activities.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 ___________________________________
Planning for CBI
For each lesson or unit, students will need several
areas of language and content learning objectives,
instruction, and activities. ___________________________________
Civics Content
ICT instruction in technology skills for class
English structures, vocabulary, and process language ___________________________________
for civics and ICT

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

54
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 12 ___________________________________
Planning for CBI
Civics Content:
___________________________________
Instruction, reading, writing, discussion
and production to learn new material and
ideas in civic education.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 13 ___________________________________
Planning for CBI

Technology Content: ___________________________________


Instruction on an area of technology
needed to support student activities for
the civics content topic. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 ___________________________________
Planning for CBI
English Language:
___________________________________
English language related to that civics
area, English language related to the
technology area needed, and classroom
language for student activities.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

55
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 15 ___________________________________
Planning for CBI
Teachers help each other to address the
learning needs of all students.
___________________________________
Teachers share the work of planning and
preparing.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 16 ___________________________________
Planning for CBI

Team collaboration and cooperation are


essential.
___________________________________
Team planning time is also needed.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 ___________________________________
Team Planning Process
First, it is necessary to identify a content ___________________________________
topic and objective.

For example, well take this weeks topic of


national heroes. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

56
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 18 ___________________________________
Overall Objective
The topic of National Heroes might have
an objective like this:
___________________________________
Students will learn about a national hero
by reading about and writing a short
summary using MS Word.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 19 ___________________________________
Planning for Civics Learning

The civics teachers need to think about: ___________________________________


What civics learning is needed for students to
meet the objective?
___________________________________
What language will they need for this learning?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 ___________________________________
Planning for ICT Learning

ICT teachers will need to think about: ___________________________________


What technology skills do students need
to learn to type a short summary report?
___________________________________
What English language do I need to teach
these skills?
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

57
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 21 ___________________________________
Planning for English Language Learning

English language teachers will need to think ___________________________________


about:

What language knowledge will students


need? ___________________________________
What language skills will students need?
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 22 ___________________________________
Planning for Learning Needs

Please see Handout 5. ___________________________________


What could be learning needs in your
content area?
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 23 ___________________________________
Civics Learning - Example
Possible civics learning needs:

Background knowledge: General


___________________________________
understanding of Georgian history or society.

New learning needs: Learning about a new, ___________________________________


specific hero and why he is important.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

58
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 24 ___________________________________
Civics Objectives - Example

Possible civics objective: ___________________________________


Students will be able to write a short
summary of a national hero.
Students will be able to describe why that ___________________________________
person is a hero.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 25 ___________________________________
ICT Learning - Example
Possible technology learning needs:
___________________________________
Word processing

Editing
___________________________________
Formatting

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 26 ___________________________________
ICT Learning - Example
Possible technology objectives:
___________________________________
Students will be able to create a Word
document summary of a national hero.

Students will be able to use fonts and ___________________________________


colors in their document.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

59
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 27 ___________________________________
English Language Learning - Example

Possible English language learning needs: ___________________________________


1. Past tense verbs related to lives of heroes

2. Descriptive adjectives
___________________________________
3. Vocabulary related to national leaders

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 28 English Language Objectives - Example


___________________________________

Possible English language objectives:


___________________________________
Students will be able to use vocabulary and
past tense verbs to read about and write a
summary of a national hero.
___________________________________
Students will be able to follow instructions
for group work and group presentations in
English.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 29 ___________________________________
Team Lesson Planning for CBI

After you know your learning objectives, you ___________________________________


should plan the lesson.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

10

60
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 30 ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 31 ___________________________________
Team Lesson Planning for CBI

___________________________________
Please see Handout 7, a tool for team planning
to use later in the workshop and in the future (if
it is helpful).
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 32 ___________________________________
Team Lesson Planning for CBI

After you have a sense of what you will need to


teach, your team should ask:
___________________________________
What order of activities makes sense to build
student skills?
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

11

61
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 33 ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 34 ___________________________________
Team Lesson Planning for CBI

___________________________________
Well have more practice and an example after
looking at the topic of heroes and then a sample
lesson.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

Slide 35 ___________________________________
Content Based Instruction

___________________________________
Questions and Comments?

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center ___________________________________

___________________________________

___________________________________

___________________________________

12

62
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

13

63
64
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
Module 1 Handout 5

Planning for CBI

Civics Learning

Students will learn about a Technology


national hero by reading Learning
about and writing a short
summary using MS Word.

English Language
Learning

65
66
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
Module 1 Handout 6

Planning for CBI - Example

Students will be able to


write a short summary of
a national hero.

Civics Learning
Students will be able to
describe why that person
is a hero.

Students will be able to


create a Word document
summary of a national
Students will learn about a national hero.
hero by reading about and writing a Technology Learning
short summary using MS Word. Students will be able to
use fonts and colors in
their document.

Students will be able to


use vocabulary and past
tense verbs to read about
and write a summary of a
national hero.
English Language
Learning
Students will be able to
follow instructions for
group work and group
presentations in English.

67
68
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 7

Team Planning Template

Curriculum Objective
What content What technology What language What language
knowledge is skills are knowledge is functions are
necessary to meet necessary to meet necessary to meet necessary to meet
this objective? this objective? this objective? this objective?

69
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

70
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 8

Lesson Plan Template

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Learning needs:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Materials:

Activities:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Assessment:

71
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Reflection (to be completed AFTER the lesson):

Other important information:

72
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Stage of lesson Activity Time Classroom language


needed
Warm up:
Civics topic, ICT, or
English

(Background
knowledge and
language)

Activity 1: Civics,
ICT, or English

Activity 2: Civics,
ICT, or English

Activity 3: Civics,

73
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

ICT, or English

Activity 4: Civics,
ICT, or English

Assessment:

Closure:

74
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 9
Presentation 2 -Lecture Notes for Instructors

Slide 1

CTEL Civic Education Topic 1:


National Heroes

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Throughout the program, each module will focus on a civic education topic. The first is
National Heroes. After looking at aspects of the topic, well look at some example lesson plans
that show how the topic can work as part of CBI with civics, technology, and English.

75
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 2

National Heroes and Content Based Instruction

Who are national heroes?

Political figures?
Celebrities?
Business leaders?
Famous athletes?
Other?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Asks participants for their ideas about whether the people listed here are national heroes, and
why or why not. Take some time to elicit opinions on each.
Then, ask for ideas on what other kinds of people could be national heroes.

Slide 3

National Heroes and Content Based Instruction

They can be historical figures, current leaders


or celebrities, or everyday figures and personal
heroes.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is a brief list, but as they will have discussed, there are many other options. Possibly they
hear about heroes on the news every day.

76
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Georgetown University School of Continuing Studies English Language Center

Slide 4

National Heroes and Content Based Instruction

This may be based on curriculum or it could be


the subject of civics discussion in your
classrooms!

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Their school curriculum might specify some National Heroes, but asking their own students
about the question of who is a hero could be the subject of an interesting discussion.

Slide 5

National Heroes and Content Based Instruction

Using National Heroes as the content of a


lesson, its possible to achieve a number of
content and language objectives.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The topic of National Heroes is a great one for CBI. Language can be basic, and technology
can be used in many ways.

77
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Georgetown University School of Continuing Studies English Language Center

Slide 6

National Heroes and Content Based Instruction

They will need Civics instruction:

The content of the National Heros story

The historical or current context

The reasons why someone is a hero

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

There are many options for civics instruction related to any National Hero the facts of his
story, the historical context, or the reasons why he is a hero. Ask civics teachers for other ideas
for useful instruction.

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Georgetown University School of Continuing Studies English Language Center

Slide 7

National
NationalHeroes
Heroesand
andContent
ContentBased
BasedInstruction
Instruction

They
They will
will need
need Technology
Technologyinstruction:
instruction:

Using
Using the
the internet
internet
Creating,
Creating, formatting, and
formatting, and saving
saving documents
documents
Incorporating
Incorporating images, tables, graphic material
images, tables, graphic material
into
into documents
documents

Other
Other instruction
instruction based
basedon
on the
theteams
teamsgoals
goalsand
and
assignments.
assignments.
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andTechnology
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Technology can be a very useful tool so that students can do research on the internet on various
heroes. They can also use word processing for creating short reports, or using images, tables, or
graphics. Ask the ICT teachers for other ideas.

Slide 8

National Heroes and Content Based Instruction

They will need English language instruction to


support civics objectives:

Vocabulary

Structures/grammar

Language for comparing or describing, or other


to support reading, writing, discussion
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Students will need English support in different ways depending on the hero and the level of
reading, writing, or discussion about the hero. This might include grammar, vocabulary, and
various types of language to report on, describe, compare or other activities. Ask English
teachers for other ideas.

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Georgetown University School of Continuing Studies English Language Center

Slide 9

National Heroes and Content Based Instruction

They will need English language instruction to


support technology objectives:

Vocabulary to follow instructions

Vocabulary for interacting with software,


internet, or programs

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Students will need to learn process language for all of their activities following instructions,
learning the steps of technology, such as software, internet, specific computer programs.

Slide 10

National Heroes and Content Based Instruction

They will need English language learning for


classroom activities:

Forming groups

Referring to materials

Completing assignments

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Since the class will be conducted entirely in English, students may also need instruction in some
classroom language the instructions themselves. A few examples could be forming groups,
using materials, completing assignments in a certain way. Tell participants that they will work
on identifying this kind of language as they review lesson plans and then create their own.

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Georgetown University School of Continuing Studies English Language Center

Slide 11

National Heroes and Content Based Instruction

The following lesson plans will provide some


examples.

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Georgetown University School of Continuing Studies English Language Center

Please emphasize that these two lessons are only examples to show how civics, technology, and
English objectives can fit together, with teachers taking turns to provide instruction in their
areas, and co-teaching and managing the class. Students (and teachers) will need English for
the technology and civics instruction; they will use technology to process their civics and
English learning. They can choose appropriate levels of civics, technology, and English
objectives for their students.
Handout 10 has the full version of Lesson Plan 1. Handout 11 is Lesson Plan 2 The content is
the same, but the handout uses the Lesson Plan template they will use for their own planning.
They can follow the presentation and the handout together.
The final column of the lesson plan handout identifies some classroom language teachers may
need for activities. Ask participants to identify other language they may need to teach the
lesson. Teachers can identify and practice additional language.
Throughout the lesson, note that the English teacher is also providing support for procedural
language as needed and during lesson plan preparation, all the teachers should work together to
identify English language that they and the students will need to practice.

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Slide 12

LESSON PLAN EXAMPLE 1:


National Heroes

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Georgetown University School of Continuing Studies English Language Center

This lesson provides a good example for integrating civics, technology, and English. Please
refer participants to Handout 10.

Slide 13

Lesson Plan Example 1: National Heroes

Objective:

Students will discuss what makes a hero, and learn about


a national hero by reading about and discussing why he
is a hero; they will write a short summary by learning
about and using a word processing program.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This objective is the overall objective for the lesson. Ask participants to identify the civics
component, the technology component, and the English language component. Ask each triad to
discuss, briefly, whether they think the objective combines the areas effectively.
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Georgetown University School of Continuing Studies English Language Center

Slide 14

Lesson Plan Example 1: National Heroes


Learning needs:
Civics:

Students will learn about a specific national hero and


analyze the qualities of a national hero.

ICT:

Students will learn to use a Word processing program


and basic formatting (fonts, tables, diagrams, clip art) to
present a short description of a national hero.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

To achieve the objective, teachers will need to think about what their students already know and
what they need to learn to achieve it. These are some possible learning needs.

Slide 15

Lesson Plan Example 1: National Heroes


Learning needs:
English:

Students will learn and use new vocabulary for the


qualities of a hero. Students will practice writing
sentences with conjunctions because or since.

Students will follow instructions for working with a


partner, creating and formatting a word document,
and reading a short article.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

The language that students need to learn has to line up with what they need to learn in civics
and technology. In this lesson, they need new vocabulary and the conjunctions because and
since.
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Georgetown University School of Continuing Studies English Language Center

The specific instructions they need to follow include working with a partner, creating a
document, and reading an article.
As you go through the lesson, they may have other ideas for learning needs, especially in
classroom language.

Slide 16

Lesson Plan Example 1: National Heroes


Materials:

Organizer (Handout A)

Article (Handout B)

Sentence stems (Handout C)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

For the sample lesson, handouts are attached to Handout 10 as A, B, and C. They can view
these as they arise in the sample lesson.
Listing them in advance as part of the lesson plan helps teachers to plan all the steps and to
know what will support students in their learning.

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Georgetown University School of Continuing Studies English Language Center

Slide 17

Lesson Plan Example 1: National Heroes


Activities:

Civics: Identify a Georgian hero


Analyze why he is or is not a hero

ICT: Create a word document to write a


description; use formatting and save the
document.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Listing the activities in advance helps teachers to think about what students will actually do as
steps toward meeting the lessons objective. The ICT activities provide a way for students to
show their civics learning.

Slide 18

Lesson Plan Example 1: National Heroes


Activities:

English: Create a class vocabulary list


Review the sentence structure for complex
sentences using because and since.

Practice classroom language for each


activity.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The English activities are designed to provide language needed for the civics and ICT activities.

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Georgetown University School of Continuing Studies English Language Center

Slide 19

Lesson Plan Example 1: National Heroes


Assessment:

Written summary of student reviews of the hero using


a word processing program.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The final activity will give teachers information on whether the students were able to meet the
objective. It combines all three areas of learning. Ask teachers if they see how students met
each objective.

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Georgetown University School of Continuing Studies English Language Center

Slide 20

Lesson Plan Example 1: National Heroes

Warm up:

Civics teacher:

In pairs, ask students to identify a Georgian hero.

Each pair should report at least one hero to the


class, making a class list.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask teachers how English teachers can help with this. Can technology teachers help? What
additional classroom language might students need? (Final column on Lesson Plan handout).

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Georgetown University School of Continuing Studies English Language Center

Slide 21

Lesson Plan Example 1: National Heroes


Activity 1: English teacher:

Ask students to return to pairs to write as many words


describing what is a hero based on ideas about their hero using
Handout A.

Hero

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask teachers how civics teachers can help with this. Can technology teachers help? What
additional classroom language might students need? (Final column on Lesson Plan handout).

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Georgetown University School of Continuing Studies English Language Center

Slide 22

Lesson Plan Example 1: National Heroes


Activity 2:

English and/or Civics Teacher:


Each pair will share their list with the class, and the
teacher should create a class vocabulary list, providing
correction as needed.

ICT Teacher:
(If possible, the technology teacher can type while the
class creates the list so that it is projected for all students
to see; otherwise, one of the teachers should write the
list on the board).
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

How can the civics and English teachers cooperate to help with pair reporting? Will it help the
students to see the list if the ICT teacher can project it? What additional classroom language
might students need?

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Slide 23

Lesson Plan Example 1: National Heroes


Activity 3:

Civics or English teacher:


Read short article in Handout B aloud as a class.

English teacher:
Ask students to guess at or look up unfamiliar words.

ICT Teacher:
ICT teacher can demonstrate online dictionary use.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is a shared activity with all three teachers cooperating to use their expertise to help
students read and learn. This is an example of how learning can work well using CBI.

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Georgetown University School of Continuing Studies English Language Center

Slide 24

Lesson Plan Example 1: National Heroes

Activity 4:
Civics teacher:
Ask students to discuss in pairs whether they think
Kikabidze is a hero or not based on their list of words
describing a hero.

English teacher:
English teacher circulates to make sure students
understand activity and vocabulary.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How can the technology teacher help the English and civics teachers with this activity?

Slide 25

Lesson Plan Example 1: National Heroes


Activity 5:
Civics teacher:
Ask students to write a short answer the question: Is
Kikabidze a hero? Why or why not?

English teacher:
Presents model sentences and conjunctions because and
since.

ICT Teacher:
Demonstrates the use of word processing and basic
formatting. Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

This activity will provide students the instructions and additional skills they need to meet the
class objective. What additional classroom language might students need?

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Georgetown University School of Continuing Studies English Language Center

Slide 26

Lesson Plan Example 1: National Heroes

Assessment:

Final written description will show vocabulary, writing,


civics ideas, and technology skills.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Students may need additional help to complete activity 5, so the assessment will show what
theyve mastered and what they need additional work to complete.

Slide 27

Lesson Plan Example 1: National Heroes

Closure:

Civics/ICT/English teachers:

If time allows, students read their writing to a partner.

Collect papers (printed or emailed or shared on Google


Docs)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How can this additional step help to further student learning?


What additional classroom language might students need?

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Georgetown University School of Continuing Studies English Language Center

Slide 28

Lesson Plan Example 1: Discussion

How well does the lesson address CBI?

How well will they learn about national heroes?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask for overall reactions to the lesson as a model for CBI. What have they learned about how
they could use this approach in their classrooms?

Give teachers time to discuss in their triads and then ask for triads to share their ideas.

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Slide 29

LESSON PLAN EXAMPLE 2:


National Heroes

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Georgetown University School of Continuing Studies English Language Center

Here is another example of CBI with an objective covering all three areas. Ask teachers to
focus on instruction and activities in their subject areas and the classroom language needed.
They have the full lesson in Handout 11.

Slide 30

Lesson Plan Example 2: National Heroes

Objective:

Students will read a short article on a Georgian National


Hero and present a summary to classmates. They will take
notes on an organizer in a word document.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask teachers to identify the part of the objective that relates to their subject area.

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Georgetown University School of Continuing Studies English Language Center

Slide 31

Lesson Plan Example 2: National Heroes


Learning Needs:
Civics:
Students will learn about a specific national hero and
analyze the qualities of a national hero.

ICT:
Students will learn to follow a link to read a short article
online.

Students will learn to format and fill in a table using a


word processing program to take notes on national
heroes.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

How do these needs complement each other and align with the objective?

Slide 32

Lesson Plan Example 2: National Heroes

Learning Needs :

English:

Students will learn to use new vocabulary for the


qualities of a hero. Students will practice writing
sentences with conjunctions because or since.

Students will follow instructions for working with a


partner, creating and formatting a word document, and
reading a short article.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Are there other areas of English language students need to meet the objective? Remind teachers
that as they progress through the lesson handout, they can identify additional classroom
language their own students might need if they were undertaking this lesson.

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Georgetown University School of Continuing Studies English Language Center

Slide 33

Lesson Plan Example 2: National Heroes

Materials:

Vocabulary organizer (Handout A)

Hero list and links (Handout B)

Table for notetaking (Handout C)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These handouts are included with the Lesson Plan in Handout 11.

Slide 34

Lesson Plan Example 2: National Heroes


Activities:

Civics:
Read about one National hero and take notes on heroes
presented by classmates.
ICT:
Use a word processing program to fill in a table in a word
document, formatting appropriately.
English:
Review past tense and identify new verbs in the past tense
from reading.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The sequence of these activities will be present in the lesson plan. This is a summary list. Can
teachers think of other activities to help students meet the objectives?

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Georgetown University School of Continuing Studies English Language Center

Slide 35

Lesson Plan Example 2: National Heroes

Assessment:

Students will turn in their table showing mastery of civics


facts, correct English vocabulary, and word processing skills.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How does this assessment show learning in each area?

Slide 36

Lesson Plan Example 2: National Heroes

Warm up:

Civics teacher:

Students should think of a Georgian national leader, and


list verbs describing what he or she did in his lifetime.

English teacher:

Students share verbs or sentences, with the teacher


correcting verbs in the past tense as needed.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How can teacher collaboration help students with this warm up activity? How can the ICT
teacher assist? What additional classroom language might students need?

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Georgetown University School of Continuing Studies English Language Center

Slide 37

Lesson Plan Example 2: National Heroes


Warm up:
ICT teacher:
Fill in electronic version of the organizer in Handout A as the
students present and the English teacher corrects verbs.

Hero

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How will this ICT support help with student learning? Teachers may not realize the value of
visual supports. If technology is not available, how can the information be presented visually?
What additional classroom language might students need?
Slide 38

Lesson Plan Example 2: National Heroes


Activity 1:

Civics teacher:
Pass out the list of heroes in Handout B (or ask students to
open in a Google Doc).

Ask students to count off by 5.

Students will read about the hero corresponding to their


numbers.

Students should move to groups corresponding to their


numbers.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

How can English and ICT teachers help with this? Some ideas: working with individual
students to help them understand what they have to do, assisting students having difficulty with
reading What additional classroom language might students need?

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Georgetown University School of Continuing Studies English Language Center

Slide 39

Lesson Plan Example 2: National Heroes


Activity 1:

ICT Teacher:

ICT teacher shows students how to open a browser and go to


the link to read about their hero.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How can civics and English teachers assist with this activity? What additional classroom
language might students need?
Slide 40

Lesson Plan Example 2: National Heroes

Activity 2:

English teacher:

Students take turns reading aloud in groups.

They should underline the past tense verbs.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Although the English teacher takes the lead here, the activity shows all three skill and learning
areas.

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Georgetown University School of Continuing Studies English Language Center

Slide 41

Lesson Plan Example 2: National Heroes


Activity 3:

ICT Teacher:
ICT teacher shares word document in Handout C (Google
Docs or Email).

Teacher explains how to type in a box of the table.

Civics + English Teachers


Explain that students should write a few sentences about
what their hero did that was important for Georgia.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is where demonstration of civics learning using technology and English brings the
activities together. What additional classroom language might students need?

Slide 42

Lesson Plan Example 2: National Heroes


Activity 4:

English teacher:
Divide up each numbered group into new groups. Each
new group should have 5 members: 1 of each number.

Ask students to read their summary of what their hero


did.

ICT teacher:
Ask students to continue typing into their table to take
notes on heroes that their group mates present.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

In this activity, students will be sharing their civics learning in English with their peers. They
will show their understanding with technology by summarizing in the document table. What
additional classroom language might students need?

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Georgetown University School of Continuing Studies English Language Center

Slide 43

Lesson Plan Example 2: National Heroes

Assessment:

Final assessment will show understanding of National Heroes,


use of tables in word processing, and mastery of vocabulary,
and use of because and since.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Do teachers agree that the final activity will show student learning in all three areas?

Slide 44

Lesson Plan Example 2: National Heroes

Closure:

Students turn in their completed tables.

If time allows, ask students to share two things they


learned.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How will this wrap up extend student learning? What additional classroom language might
students need for this final step?

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Georgetown University School of Continuing Studies English Language Center

Slide 45

Lesson Plan Example 2: Discussion

How well does the lesson address CBI?

How well will they learn about national heroes?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask teachers to discuss these questions in their triads. After some discussion time, ask triads to
share their ideas.

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Slide 46

Additional activities on National Heroes


to support Content Based Instruction for Civic
and Technology Education through English
language

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Some additional ideas for CBI on National Heroes follow. These are ideas teachers can use in
their lesson plan if they think they would be useful for their students. There are MANY other
ideas or approaches they could use.

Slide 47

Additional Activities
Read about different heroes for class
presentations using power point

Compare different types of heroes using graphic


presentations

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Students could do any kind of reading for class presentations using power point technology in
English. They could use many graphic representations for comparing heroes or their qualities.

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Georgetown University School of Continuing Studies English Language Center

Slide 48

Additional Activities

Create a role play with a journalist interviewing


national heroes (video taping, recording, or
using images)

Combine online history research online with


reporting on national heroes

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These are two additional activities that follow a CBI approach. There are many other activities
that teachers will think of.

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Georgetown University School of Continuing Studies English Language Center

Slide 49

Lesson Planning Workshop

Next, we will work together to create and plan


CBI lessons on National Heroes.

Questions or comments?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Please remind teachers that the lesson plan models might be useful in their planning; youll
discuss the lesson planning in the next hour. Handout 12 contains additional resources that
teachers can use for their planning. Please return to Instructor Notes for remainder of class.

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Module 1 Handout 9

Presentation 2

Slide 1 ___________________________________

___________________________________
CTEL Civic Education Topic 1:
National Heroes
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________
National Heroes and Content Based Instruction

Who are national heroes? ___________________________________


Political figures?
Celebrities?
Business leaders? ___________________________________
Famous athletes?
Other?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 3 ___________________________________
National Heroes and Content Based Instruction

They can be historical figures, current leaders


or celebrities, or everyday figures and personal
___________________________________
heroes.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________
National Heroes and Content Based Instruction

This may be based on curriculum or it could be


the subject of civics discussion in your
___________________________________
classrooms!

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________
National Heroes and Content Based Instruction

Using National Heroes as the content of a


lesson, its possible to achieve a number of
___________________________________
content and language objectives.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Georgetown University School of Continuing Studies English Language Center

Slide 6 ___________________________________
National Heroes and Content Based Instruction

They will need Civics instruction:


___________________________________
The content of the National Heros story

The historical or current context


___________________________________
The reasons why someone is a hero

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 ___________________________________
National Heroes and Content Based Instruction

They will need Technology instruction:


___________________________________
Using the internet
Creating, formatting, and saving documents
Incorporating images, tables, graphic material
into documents ___________________________________
Other instruction based on the teams goals and
assignments.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________
National Heroes and Content Based Instruction

They will need English language instruction to


support civics objectives: ___________________________________
Vocabulary

Structures/grammar ___________________________________
Language for comparing or describing, or other
to support reading, writing, discussion
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 9 ___________________________________
National Heroes and Content Based Instruction

They will need English language instruction to


support technology objectives: ___________________________________
Vocabulary to follow instructions

Vocabulary for interacting with software, ___________________________________


internet, or programs

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 ___________________________________
National Heroes and Content Based Instruction

They will need English language learning for


classroom activities: ___________________________________
Forming groups

Referring to materials ___________________________________


Completing assignments

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 ___________________________________
National Heroes and Content Based Instruction

___________________________________
The following lesson plans will provide some
examples.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 12 ___________________________________

LESSON PLAN EXAMPLE 1:


___________________________________
National Heroes

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 13 ___________________________________
Lesson Plan Example 1: National Heroes

Objective:

Students will discuss what makes a hero, and learn about


___________________________________
a national hero by reading about and discussing why he
is a hero; they will write a short summary by learning
about and using a word processing program.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 ___________________________________
Lesson Plan Example 1: National Heroes
Learning needs:
Civics: ___________________________________
Students will learn about a specific national hero and
analyze the qualities of a national hero.

ICT: ___________________________________
Students will learn to use a Word processing program
and basic formatting (fonts, tables, diagrams, clip art) to
present a short description of a national hero.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

111
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 15 ___________________________________
Lesson Plan Example 1: National Heroes
Learning needs:
English:
___________________________________
Students will learn and use new vocabulary for the
qualities of a hero. Students will practice writing
sentences with conjunctions because or since.
___________________________________
Students will follow instructions for working with a
partner, creating and formatting a word document,
and reading a short article.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 16 ___________________________________
Lesson Plan Example 1: National Heroes
Materials:

Organizer (Handout A) ___________________________________


Article (Handout B)

Sentence stems (Handout C) ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 ___________________________________
Lesson Plan Example 1: National Heroes
Activities:

Civics: Identify a Georgian hero


___________________________________
Analyze why he is or is not a hero

ICT: Create a word document to write a


description; use formatting and save the
___________________________________
document.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

112
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 18 ___________________________________
Lesson Plan Example 1: National Heroes
Activities:

English: Create a class vocabulary list


___________________________________
Review the sentence structure for complex
sentences using because and since.

Practice classroom language for each


___________________________________
activity.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 19 ___________________________________
Lesson Plan Example 1: National Heroes
Assessment:

Written summary of student reviews of the hero using


___________________________________
a word processing program.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 ___________________________________
Lesson Plan Example 1: National Heroes

Warm up:
___________________________________
Civics teacher:

In pairs, ask students to identify a Georgian hero.


___________________________________
Each pair should report at least one hero to the
class, making a class list.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 21 ___________________________________
Lesson Plan Example 1: National Heroes
Activity 1: English teacher:

Ask students to return to pairs to write as many words


describing what is a hero based on ideas about their hero using
___________________________________
Handout A.

Hero
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 22 ___________________________________
Lesson Plan Example 1: National Heroes
Activity 2:

English and/or Civics Teacher: ___________________________________


Each pair will share their list with the class, and the
teacher should create a class vocabulary list, providing
correction as needed.

ICT Teacher: ___________________________________


(If possible, the technology teacher can type while the
class creates the list so that it is projected for all students
to see; otherwise, one of the teachers should write the
list on the board).
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 23 ___________________________________
Lesson Plan Example 1: National Heroes
Activity 3:

Civics or English teacher: ___________________________________


Read short article in Handout B aloud as a class.

English teacher:
Ask students to guess at or look up unfamiliar words.
___________________________________
ICT Teacher:
ICT teacher can demonstrate online dictionary use.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

114
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 24 ___________________________________
Lesson Plan Example 1: National Heroes

Activity 4:
Civics teacher:
Ask students to discuss in pairs whether they think
___________________________________
Kikabidze is a hero or not based on their list of words
describing a hero.

English teacher: ___________________________________


English teacher circulates to make sure students
understand activity and vocabulary.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 25 ___________________________________
Lesson Plan Example 1: National Heroes
Activity 5:
Civics teacher:
Ask students to write a short answer the question: Is ___________________________________
Kikabidze a hero? Why or why not?

English teacher:
Presents model sentences and conjunctions because and
since. ___________________________________
ICT Teacher:
Demonstrates the use of word processing and basic
formatting. Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 26 ___________________________________
Lesson Plan Example 1: National Heroes

Assessment:

Final written description will show vocabulary, writing,


___________________________________
civics ideas, and technology skills.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

115
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 27 ___________________________________
Lesson Plan Example 1: National Heroes

Closure:

Civics/ICT/English teachers:
___________________________________
If time allows, students read their writing to a partner.

Collect papers (printed or emailed or shared on Google ___________________________________


Docs)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 28 ___________________________________
Lesson Plan Example 1: Discussion

How well does the lesson address CBI?


___________________________________
How well will they learn about national heroes?

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 29 ___________________________________

LESSON PLAN EXAMPLE 2:


___________________________________
National Heroes

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

10

116
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 30 ___________________________________
Lesson Plan Example 2: National Heroes

Objective:

Students will read a short article on a Georgian National


___________________________________
Hero and present a summary to classmates. They will take
notes on an organizer in a word document.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 31 ___________________________________
Lesson Plan Example 2: National Heroes
Learning Needs:
Civics:
Students will learn about a specific national hero and
analyze the qualities of a national hero.
___________________________________
ICT:
Students will learn to follow a link to read a short article
online. ___________________________________
Students will learn to format and fill in a table using a
word processing program to take notes on national
heroes.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 32 ___________________________________
Lesson Plan Example 2: National Heroes

Learning Needs :

English:
___________________________________
Students will learn to use new vocabulary for the
qualities of a hero. Students will practice writing
sentences with conjunctions because or since. ___________________________________
Students will follow instructions for working with a
partner, creating and formatting a word document, and
reading a short article.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

11

117
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 33 ___________________________________
Lesson Plan Example 2: National Heroes

Materials:
___________________________________
Vocabulary organizer (Handout A)

Hero list and links (Handout B)

Table for notetaking (Handout C)


___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 34 ___________________________________
Lesson Plan Example 2: National Heroes
Activities:

Civics:
Read about one National hero and take notes on heroes
___________________________________
presented by classmates.
ICT:
Use a word processing program to fill in a table in a word
document, formatting appropriately. ___________________________________
English:
Review past tense and identify new verbs in the past tense
from reading.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 35 ___________________________________
Lesson Plan Example 2: National Heroes

Assessment:

Students will turn in their table showing mastery of civics


___________________________________
facts, correct English vocabulary, and word processing skills.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

12

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 36 ___________________________________
Lesson Plan Example 2: National Heroes

Warm up:

Civics teacher:
___________________________________
Students should think of a Georgian national leader, and
list verbs describing what he or she did in his lifetime.

English teacher: ___________________________________


Students share verbs or sentences, with the teacher
correcting verbs in the past tense as needed.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 37 ___________________________________
Lesson Plan Example 2: National Heroes
Warm up:
ICT teacher:
Fill in electronic version of the organizer in Handout A as the
students present and the English teacher corrects verbs.
___________________________________

Hero
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 38 ___________________________________
Lesson Plan Example 2: National Heroes
Activity 1:

Civics teacher:
Pass out the list of heroes in Handout B (or ask students to ___________________________________
open in a Google Doc).

Ask students to count off by 5.

Students will read about the hero corresponding to their


___________________________________
numbers.

Students should move to groups corresponding to their


numbers.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

13

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 39 ___________________________________
Lesson Plan Example 2: National Heroes
Activity 1:

ICT Teacher:
___________________________________
ICT teacher shows students how to open a browser and go to
the link to read about their hero.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 40 ___________________________________
Lesson Plan Example 2: National Heroes

Activity 2:

English teacher:
___________________________________
Students take turns reading aloud in groups.

They should underline the past tense verbs. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 41 ___________________________________
Lesson Plan Example 2: National Heroes
Activity 3:

ICT Teacher:
ICT teacher shares word document in Handout C (Google
___________________________________
Docs or Email).

Teacher explains how to type in a box of the table.


___________________________________
Civics + English Teachers
Explain that students should write a few sentences about
what their hero did that was important for Georgia.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

14

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 42 ___________________________________
Lesson Plan Example 2: National Heroes
Activity 4:

English teacher:
Divide up each numbered group into new groups. Each
___________________________________
new group should have 5 members: 1 of each number.

Ask students to read their summary of what their hero


did. ___________________________________
ICT teacher:
Ask students to continue typing into their table to take
notes on heroes that their group mates present.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 43 ___________________________________
Lesson Plan Example 2: National Heroes

Assessment:

Final assessment will show understanding of National Heroes,


___________________________________
use of tables in word processing, and mastery of vocabulary,
and use of because and since.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 44 ___________________________________
Lesson Plan Example 2: National Heroes

Closure:

Students turn in their completed tables.


___________________________________
If time allows, ask students to share two things they
learned.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

15

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 45 ___________________________________
Lesson Plan Example 2: Discussion

How well does the lesson address CBI?


___________________________________
How well will they learn about national heroes?

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 46 ___________________________________

Additional activities on National Heroes


___________________________________
to support Content Based Instruction for Civic
and Technology Education through English
language
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 47 ___________________________________
Additional Activities
Read about different heroes for class
presentations using power point ___________________________________

Compare different types of heroes using graphic


presentations ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

16

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 48 ___________________________________
Additional Activities

Create a role play with a journalist interviewing ___________________________________


national heroes (video taping, recording, or
using images)

Combine online history research online with ___________________________________


reporting on national heroes

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 49 ___________________________________
Lesson Planning Workshop

Next, we will work together to create and plan ___________________________________


CBI lessons on National Heroes.

Questions or comments?
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

17

123
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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 10

Lesson Plan Example 1

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Students will discuss what makes a hero, and learn about a national hero by reading about
and discussing why he/she is a hero; they will write a short summary by learning about
and using a word processing program.

Learning needs and objectives:

Civics: Students will learn about a specific national hero and analyze the qualities
of a national hero.

ICT: Students will learn to use a Word processing program and basic formatting
(fonts, tables, diagrams, clip art) to present a short description of a
national hero.

English: Students will use new vocabulary for the qualities of a hero. Students will
practice writing sentences with conjunctions because or since.

Students will follow instructions for working with a partner, creating and
formatting a word document, and reading a short article.

Materials:

Organizer (Handout A)
Article (Handout B)
Sentence stems (Handout C)

Activities:

Civics: Identify a Georgian hero

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Analyze why he is or is not a hero

ICT: Create a word document to write a description; use formatting and save
the document.

English: Create a class vocabulary list

Review the sentence structure for complex sentences using because and
since

Practice classroom language for each activity.

Assessment: Written summary of student reviews of the hero using a word processing
program.

Reflection (to be completed AFTER the lesson):

Other important information:

126
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective: Students will discuss what makes a hero, and learn about a national hero by
reading about and discussing why he/she is a hero; they will write a short summary by learning
about and using a word processing program.

Stage of Lesson Activity Time Classroom language


needed
Warm up: Civics teacher: 5 minutes Work in pairs
Civics In pairs, ask students to identify
a Georgian hero. Name a hero

Each pair should report at least Tell the class


one hero to the class, making a
class list.

Activity 1: Civics, English teacher: 5 minutes Describe the qualities


English Ask students to return to pairs to of a hero.
write as many words describing
what is a hero based on ideas Work with a partner.
about their hero using Handout
A.

Activity 2: Civics, English and/or Civics Teacher: 5 minutes Share your list.
ICT, English Each pair will share their list
with the class, and the teacher
should create a class vocabulary
list, providing correction as
needed.

(If possible, the technology


teacher can type while the class
creates the list so that it is
projected for all students to see;
otherwise, one of the teachers

127
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

should write the list on the


board).

Activity 3: Civics, Civics or English teacher: 10 minutes Read aloud.


ICT, English Read short article in Handout B
aloud as a class. Open browser.

English teacher: Go to dictionary.com


Ask students to guess at or look (or Google Translate
up unfamiliar words. or other site)

ICT Teacher: Type in word to


ICT teacher can demonstrate search.
online dictionary use.

Activity 4: Civics, Civics teacher: 10 minutes Analyze


English Ask students to discuss in pairs
whether they think Kikabidze is
a hero or not based on their list
of words describing a hero.

English teacher:
English teacher circulates to
make sure students understand
activity and vocabulary.

Activity 5: Civics, Civics teacher: 10 minutes Sentences


ICT, English
Ask students to write a short Because
answer the question: Is Since
Kikabidze a hero? Why or why
not?
Start the program
English teacher: Save the document
Presents model sentences and Type your sentences
conjunctions because and Change your fonts
since.

ICT Teacher:
Demonstrates the use of word
processing and basic formatting.

Assessment: Final written description will


Civics+ English+ show vocabulary, writing, civics
ICT ideas, and technology skills.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Closure If time allows, students read 10 minutes


their writing to a partner.

Collect papers (printed or


emailed or shared on Google
Docs)

129
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Example Lesson 1

Handout A

Hero

130
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Example Lesson 1

Handout B

Vakhtang Kikabidze

Adapted from Wikipedia, the free encyclopedia

Vakhtang "Buba" Kikabidze is a Georgian singer and actor. He has been in many films. He is
the son of Princess Manana Bagration-Davitashvili. He was born in Tbilisi. He is a People's
Artist of Georgia and has received many awards. He was also in a number of various music
contests and film festivals in the Soviet Union, Georgia and worldwide. In 1999, his star was
embedded on the "Star Square" in Moscow.

http://en.wikipedia.org/wiki/Vakhtang_Kikabidze

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Example Lesson 1

Handout C

I think he is a hero because _______________, _______________, and _______________.

Since he _______________, _______________, and _______________,

________________________________.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 1 Handout 11

Lesson Plan Example 2

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Students will read a short article on a Georgian National Hero and present a summary to
classmates. They will take notes on an organizer in a word document.

Civics: Students will learn about a specific national hero and analyze the qualities
of a national hero.

ICT: Students will learn to follow a link to read a short article online.

Students will learn to format and fill in a table using a word processing
program to take notes on national heroes.

English: Students will use new vocabulary for the qualities of a hero. Students will
practice writing sentences with conjunctions because or since.

Students will follow instructions for working with a partner, creating and
formatting a word document, and reading a short article.

Materials:

Vocabulary organizer (Handout A)


Hero list and links (Handout B)
Table for notetaking (Handout C)

133
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Activities:

Civics: Read about one National hero and take notes on heroes presented by
classmates.

ICT: Use a word processing program to fill in a table in a word document,


formatting appropriately.

English: Review past tense and identify new verbs in the past tense from reading.

Assessment: Students will turn in their table showing mastery of civics facts, correct
English vocabulary, and word processing skills.

Reflection (to be completed AFTER the lesson):

Other important information:

134
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective: Students will read a short article on a Georgian National Hero and present a
summary to classmates. They will take notes on an organizer in a word document.

Stage of lesson Activity Time Classroom language


needed
Warm up Civics teacher: 10 minutes Past tense verbs
Students should think of a Lifetime
Georgian national leader,
and list verbs describing Past tense verbs
what he or she did in his
lifetime. Because, Since

English teacher:
Students share verbs or
sentences, with the teacher
correcting verbs in the past
tense as needed.

ICT teacher:
Fill in electronic version of
the organizer in Handout A
as the students present and
the English teacher corrects
verbs.

135
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Activity 1: Civics, Civics teacher: 10 minutes Count off.


ICT Pass out the list of heroes in
Handout B (or ask students Move to number
to open in a Google Doc). groups.

Ask students to count off by Open a browser (or


5. Google Doc).

Students will read about the Click the link (if a


hero corresponding to their Google Doc)
numbers.
Type in the URL.
Students should move to
groups corresponding to
their numbers.

ICT Teacher:
Show students how to open
a browser and go to the link
to read about their hero.

Activity 2: English English teacher: 10 minutes Take turns reading


Students take turns reading aloud.
aloud in groups.
Underline past tense
They should underline the verbs.
past tense verbs.

Activity 3: Civics, ICT Teacher: 15 minutes Open document


ICT, English Share word document in Tab
Handout C (Google Docs or Type
Email). Table cell
Save
Teacher explains how to
type in a box of the table. Write sentences.

Civics + English Teachers:


Explain that students should
write a few sentences about
what their hero did that was
important for Georgia.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Activity 4: Civics, English teacher: 15 minutes Form new groups.


ICT, English Divide up each numbered Take notes.
group into new groups.
Each new group should Fill in table.
have 5 members: 1 of each
number.

Ask students to read their


summary of what their hero
did.

ICT teacher:
Ask students to continue
typing into their table to
take notes on heroes that
their group mates present.

Assessment Final assessment will show


understanding of National
Heroes, use of tables in
word processing, and
mastery of vocabulary, and
use of because and since.

Closure Students turn in their Two new facts.


completed tables.

If time allows, ask students


to share two things they
learned.

137
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

SAMPLE LESSON 2 HANDOUT A

Hero

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

SAMPLE LESSON 2 HANDOUT B

1. Former President Zviad Gamsakhurdia

https://en.wikipedia.org/wiki/Zviad_Gamsakhurdia

2. Businessman Badri Patarkatsishvili: ___________________________

http://en.wikipedia.org/wiki/Badri_Patarkatsishvili

3. Singer, actor Vakhtang Kikabidze: ___________________________

http://www.huliq.com/1/78027/vakhtang-kikabidzes-song-hits-wrong-note-russia

4. King David the Builder: ___________________________

https://en.wikipedia.org/wiki/David_IV_of_Georgia

5. Poet Shota Rustaveli: __________________________

https://en.wikipedia.org/wiki/Shota_Rustaveli

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SAMPLE LESSON 2 HANDOUT C

National Hero What was he /they important? What did he do?

1. Former President
Zviad Gamsakhurdia

2. Businessman Badri
Patarkatsishvili

3. Singer, actor
Vakhtang Kikabidze

4. King David the


Builder

5. Poet Shota
Rustaveli

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Module 1 Handout 12

Additional Resources on National Heroes

Georgian National Heroes

Georgian Music. Portraits of Georgian Musicians. Best Georgian Music Online. Retrieved
November 18, 2011 from http://www.georgian-music.com/free_music/composers.php . This site
provides a short bio for a long list of Georgian composers and musicians in English which could
be used for lesson plans on cultural leaders.

Georgian Foreign Mass Media. The Georgian Times. Retrieved November 18, 2011 from
http://www.geotimes.ge/ . This site is the homepage for English language newspaper The
Georgian Times, which can be used for activities related to current political and cultural leaders.

The Messenger Online: Live Georgia Updates. Retrieved November 18, 2011 from
http://www.messenger.com.ge/index.html This site provides extensive news in English,
including national and international news and leaders. These articles are potentially very useful
for activities related to political and cultural leaders.

Wardop, M. Georgian Folk Tales. Retrieved December 14, 2011 from http://www.sacred-
texts.com/asia/geft/index.htm . This site contains short folk tales from Georgia, the heroes of
which could become lessons, even if the texts are too complex.

U.S. National and Historical Heroes

Banville, S. (2008). Famous People Lessons: ESL/EFL Lessons Using Biographies and Profiles.
Retrieved November 15, 2011 from http://www.famouspeoplelessons.com/ This site contains a
collection of dozens of famous people from around the world, including politicians and
celebrities, with lesson plans and vocabulary activities.

Daniel Elementary School. American Heroes. Retrieved November 20, 2011 from
http://www1.kent.k12.wa.us/ksd/DE/research/heroes.html . This site collects resources on
numerous historical figures in the U.S, from Patrick Henry to Harriet Tubman. Information can
be extensive or brief so editing may be required.

Education World (2010). Heroic Activities Celebrate Heroes. Retrieved November 18, 2011
from http://www.educationworld.com/a_lesson/lesson/lesson218.shtml . This site contains a
number of ideas for celebrating heroes for students of all ages.

ESL Flow. Famous people/ celebrity lesson plans for ESL students. Retrieved November 20,
2011 from http://www.eslflow.com/teachinglanguagewithmovies.html . This site provides
lesson materials and activities on a variety of celebrities such as Oprah Winfrey and other
personalities.

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Lessons on Famous Americans. English Language Civics. Retrieved October 21, 2011 from
http://www.elcivics.com/famous-americans-lessons.html . This collection of short readings
focuses on famous political leaders from history and the contemporary political scene in the U.S.

Scholastic Books. Our Heroes. Teachers: Where teachers come first. Retrieved November 18,
2011 from http://www.scholastic.com/teachers . This resource contains several lesson plans on a
variety of topics, including a unit on heroes.

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Georgian Heroes

Resources from The Georgian Times

Sport

Georgia Beats Croatia 1:0


Georgia beat Croatia in the
second round of the Euro
2012 Qualification match
held in Boris Paichadze
stadium .
Croatians took the lead in
the beginning, but
Georgians managed to beat
Croatia, in the last minute
Levan Kobiashvili scored the goal.
The match was attended by President of Georgia Mikheil Saakashvili who was standing to applaud
the match.
People congratulated each other on the victory in Tbilisi streets.
http://www.geotimes.ge/index.php?m=home&newsid=24579

Sport

Georgian rugby team beats Russia 15:9


The Georgian rugby team has beaten the Russian team
15:9.
The Georgian team became winner of the European
Nations Cup.
The game was held at Slava Metreveli stadium in Sochi.
Despite the bad cover of the stadium, the Georgian rugby
team gained preference from the very beginning which
finally led to a clear victory.

http://www.geotimes.ge/index.php?m=home&newsid=24513

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Bidzina Ivanishvili talks about actions, implementation of which will bring Georgia to
fulfillment of Georgian dream
Bidzina Ivanishvili has talked about the actions, implementation of which will bring Georgia
to fulfillment of Georgian dream'.
Bidzina Ivanishvili made this statement at the presentation of the
Georgian Dream movement today.
According to Ivanishvili, balance should be restored between
executive, legislative and judicial branches of government in order
to evade authoritarian ruling; any constitutional amendment or law
should be passed only after public consultations; government's
activities should be as transparent as possible, and it should reflect
interests of its employer - the Georgian people; media must be
freed from the government's control and should become a control mechanism, which will
enable society to make a choice on the basis of unbiased information; justice should be
founded on the principle of supremacy of law.
"We believe that commitment of each member of the society to these principles will lead us
the fulfillment of the Georgian dream', said Ivanishvili.

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U.S. Heroes

Resources from EL Civics

Barack Obama Lesson


U.S. History and Government

Barack Obama, Jr. is the


current President of the
United States.
He was elected in
November 2008, and took
office at noon on January
20, 2009.
Obama is the 44th
President of the United
States.
He is the first African
American to become a
U.S. President.
Obama was born in
Honolulu, Hawaii, on
August 4, 1961.
His father was black and
was born in Kenya, Africa,
and his mother was white
and was born in Kansas,
U.S.A.
Obama's parents divorced
when he was a toddler
and his mother, step-
father, and maternal
grandparents raised him.
Obama graduated from
Columbia University in
New York City in 1983
with a BA in political
science.
He worked several jobs
after graduating college.
One of those jobs was as
a community organizer in
Chicago, Illinois.
In 1988, Obama enrolled
in Harvard Law School. He
graduated in 1991.
While at Harvard Law
School, Obama became
the first African American
President of the

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prestigious Harvard Law


Review.
After working as a lawyer
for several years, Obama
entered politics. He served
in the Illinois State Senate
from 1996-2004.
Obama was the junior
U.S. Illinois Senator from
2005 until he won the
U.S. Presidential election.
He took the Presidential
Oath of Office on January
20, 2009.
Obama is a Democrat, and
his Vice President is Joe
Biden. Biden is from
Delaware.
Barack Obama is married
to Michelle Obama, and
they have two daughters.
Their oldest daughter is
Malia and their youngest
daughter is

CIVICS FACTS

1. Obama's full name is Barack Hussein Obama II. He is


named after his father, Barack Obama, Senior.

2. Obama attended grade school in Jakarta, Indonesia


after his mother married an Indonesian man.

3. For twelve years, he taught constitutional law at the


University of Chicago Law School.

4. Obama smokes, but is currently trying to stop.

5. He married Michelle Robinson in 1992.

http://www.elcivics.com/barack-obama.html

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Martin Luther King, Jr. Lesson


U.S. History and Government

Martin Luther King, Jr. fought for


civil rights.
He worked for equality for African
Americans and all Americans.
He was part of the Civil Rights
Movement, which tried to end
racial discrimination.
King was born on January 15,
1929, in Atlanta, Georgia.
He entered college when he was
15 years old.
At 24 years old, he became the
minister of Dexter Avenue
Baptist Church in Montgomery,
Alabama.
For 382 days he led the
Montgomery Bus Boycott.
Dr. King believed in nonviolent
civil disobedience.
In 1963, during the March on
Washington for Jobs and
Freedom, he gave his famous "I
Have a Dream" speech in front of
the Lincoln Memorial.
His dream was equality and civil
rights for all Americans.
In 1964, he won the Nobel Peace
Prize.
King was shot and killed by
James Earl Ray in Memphis,
Tennessee, on April 4, 1968.
He was shot while he was on the
second floor balcony of the
Lorraine Motel.
About 300,000 people attended
his funeral.
Dr. Martin Luther King, Jr. is
buried at the King Center. His
wife Coretta Scott King is buried
with him.
The third Monday in January is
Martin Luther King, Jr. Day. It is
a national holiday. It is on
January 21 in 2008.
A memorial in Washington, D.C.
is being built to honor Dr. King.

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CIVICS FACTS

1. When he was born the doctor wrote 'Michael'


instead of Martin on his birth certificate. He changed it
when he was older.

2. Dr. King was against the United States's


involvement in the Vietnam War.

3. More than 730 American cities have streets named


after him.

4. The night before he was killed, Dr. King spoke about


his death.

5. Martin Luther King, Jr. continued to receive awards


after his death. In 1977, he was awarded the
Presidential Medal of Freedom by President Jimmy
Carter.

http://www.elcivics.com/martin_luther_king_jr.html

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Abraham Lincoln for ESL Students


by elcivics.com

Abraham Lincoln was the 16th president of the United States. He is one of our most famous and
important presidents. His picture is on the American penny and on the five dollar bill. Many cities,
streets, and schools are named after him. In this lesson, you will see pictures of Abraham Lincoln, the
Civil War, and the Lincoln Memorial in Washington, D.C. I hope you enjoy learning about this famous
American. (3 pages)

Who is Abraham Lincoln?

Abraham Lincoln was the 16th


president of the United States.

He was president from 1860-1865.

When was Abraham Lincoln born?

He was born on February 12, 1809.

He was born in a log cabin in


Kentucky. His family was poor.

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What war was fought when Lincoln was


president?

The Civil War was fought when Lincoln


was president. It was a war between the
North and the South.

The North won the war.

What happened after the Civil War?

After the Civil War, the slaves were


freed and the United States become
united again.

Which Amendment freed the slaves?

The 13th Amendment freed the


slaves.

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When did President Lincoln die?

He died on April 15, 1865. He was 56


years old.

An actor named John Wilkes Booth


shot Lincoln in the back of his head
when he was at the Ford Theater in
Washington,D.C.

Where is Abraham Lincoln buried?

He is buried in Springfield, Illinois.

His wife Mary and three of their four


sons are also buried there.

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Where is the Lincoln Memorial?

The Lincoln Memorial is in Washington,


D.C. near the Potomic River.

Was Abraham Lincoln a great president?

Yes, he was.

He will be remembered forever.

http://www.elcivics.com/esl_abraham_lincoln3.html

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U.S. Heroes

Resources from Google Images

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http://www.google.com/search?q=pictures+of+famous+american+heroes

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Heroes General

Resources from Education World

Heroic Activities Celebrate Heroes

Everyone has a hero -- someone to look up to or admire. This week, Education Word offers
ten lessons that will get students thinking about their heroes. Included: Activities --
students create a picture book about their heroes, develop holidays honoring their favorite
heroes, create memorials for animal heroes, and more! Plus additional online resources!

Who are our heroes? Abraham Lincoln, George Washington, John F. Kennedy, Franklin D.
Roosevelt, and Martin Luther King Jr. were among the names cited most often as national heroes
in a recent ABCNews Poll of Adults. Among children, results from a Sports Illustrated for Kids
Omnibus Study showed that relatives -- particularly parents -- and friends top the list of heroes,
followed by athletes and "religious figures."

Why not ask your students to write about their heroes? Students, teachers, and parents can
contribute stories and pictures about their heroes to My Hero, an ongoing online project started
in 1994. The site now has a database of thousands of hero features contributed by people from
around the world!

You can use the ten activities below to help your students explore the heroes in their lives -- and
among themselves! A brief description of each lesson appears below; appropriate grade levels
for each activity appear in parentheses. Click any headline below for a complete teaching
resource!

My Heroes Picture Book


Students create a picture book about family members and friends who are heroes. (Grades Pre-K,
K-2)

What Makes a Hero?


Students complete a work sheet about the characteristics of a hero. (Grades 3-5, 6-8, 9-12)

Who Are Your Heroes?


Students write about famous people, family members, and friends who are personal heroes.
(Grades 3-5, 6-8)

Honor Your School and Community Heroes


Students create a special event or an award to honor a hero in the school and/or community.
(Grades K-2, 3-5, 6-8, 9-12)

Create a Holiday for Your Favorite Hero


Students create a holiday for a hero not currently honored with a holiday. (Grades K-2, 3-5, 6-8,
9-12)

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Heroes in History ABC Book


Students create an ABC book about heroes in history. (Grades 3-5, 6-8, 9-12)

Heroes Mural
Students create a mural showing famous people regarded as heroes. (Grades K-2, 3-5, 6-8, 9-12)

Animal Heroes: Dogs in War


Students learn about the roles dogs played in saving lives during wars and create a memorial for
the animals. (Grades 6-8, 9-12)

Superhero Comic Strip


Students create a new superhero and write a comic strip about the superhero! (Grades 3-5, 6-8, 9-
12)

In Your Opinion: Are Athletes Heroes?


Students participate in a classroom debate about athletes as heroes. (Grades 6-8, 9-12)

ADDITIONAL RESOURCES

Heroes WebQuest
In this unique WebQuest for the middle grades, students pretend they are Earthlings on an
imaginary planet who have been asked to explain the qualities of a hero and find people on Earth
who possess those characteristics. Students work in groups to complete the project as PowerPoint
presentations.

Heroes and Heroines in the Family


In this unit from the Yale-New Haven Teacher's Institute, students study multicultural fairy tales
and folktales to learn about heroes in various cultures. Written for middle school students, many
of the activities in the unit can be adapted for elementary grades.

Related Articles from Education World

My Hero -- A Class Mural

Heroes Online: Looking to the Web for Those We Can Look Up To

Copyright 2010 Education World

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Heroes General

Resources from Scholastic

Our Heroes
Lesson Plan for Grades K-2

Heroes can be powerful role models that help students develop personal values, build self-
identity and create goals. Students will brainstorm what it means to be a hero, discuss the
people they admire, and think about the kind of person they would like to be. By sharing
their hero stories with the class, students can improve upon their verbal and presentation
skills, making this curriculum valuable in a variety of ways.

National Standards

English Language Arts #12: Communication Skills


Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
Social Studies: from Theme 1 Culture
Experiences that provide for the study of culture and cultural diversity so that the
learner can explore and describe similarities and differences in the ways groups,
societies, and cultures address similar human needs and concerns.

OBJECTIVE
Students will:

Clarify the characteristics of people they admire and why they are heroes
Share hero stories from their own family backgrounds with their classmates
Practice research and presentation skills

Activity

Write a letter to parents explaining the hero assignment and asking for their help and
cooperation. Sample: "Please help your child think about the heroes in his or her own life by
choosing a family member, neighbor or celebrity whom s/he admires. Then help your child
prepare a short presentation for the class using the handout provided. To help with the

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presentation, please print on the handout what your child wants to say about this person
and include a photo or drawing of the student's hero to display during the presentation."

Create a handout to send to parents with questions the student should answer in the
presentation. Samples: What is the hero's name? Where was your hero born? How
old is s/he? Why is your hero special to you? What has your hero done that you
admire?
When the student brings in the completed handout make one copy for each student.

http://www.scholastic.com/browse/lessonplan.jsp?id=1085#reproducibles

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Heroes General

Resources from ESL Flow

HEROES DISCUSSION
STUDENT As QUESTIONS (Do not show these to student B)

1) Who is your hero?

2) Are most of your heroes male or female?

3) Are you a hero to anyone?

4) Who is your countrys biggest national hero and why?

5) Is there a local hero in your town?

6) What makes a hero a hero?

7) Do you think one persons hero is another persons villain?

8) What do you think of hero worship?

9) Do you think rock stars are really heroes?

10) Do you think sports stars are bigger heroes than rock stars?

Hundreds more free handouts at www.eslDiscussions.com

-----------------------------------------------------------------------------

HEROES DISCUSSION
STUDENT Bs QUESTIONS (Do not show these to student A)

1) Do you have a sporting hero?

2) What do you think an accidental hero is and how does he/she become a hero?

3) What do you think an unsung hero is?

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4) What do you think of this quote: We can all be heroes in our virtues, in our
homes, in our lives?

5) And this one: A hero's greatest act is to lay down his sword?

6) Do you think soldiers and police officers are heroes?

7) What do you know about Guitar Hero and Monkey hero?

8) Is it important to have heroes?

9) Who were your heroes when you were a child?

10) What questions would you ask your hero if you met him/her?

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Module 1 Handout 13

Feedback on Micro Teaching and Classroom Observations

1. Which of the following aspects of Content Based Instruction are found in this lesson?

Lesson contains an objective for civics and technology

Lesson includes English language objective supporting content objective

Activities reflect logical steps toward achievement of objective

Activities are shared among the teachers

Final activity / assessment shows civics, technology, and English achievement

2. How does the lesson address the objective for civics?

3. How does the lesson address the objective for technology?

4. How does the lesson address the language needed for content objectives and activities?

5. How does the lesson collect evidence of students achieving the objectives?

6. Post observation reflection:

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MODULE 2: DEMOCRATIC, STUDENT-CENTERED INSTRUCTION

Time Topics/Activities Instructor Information


Hour Reflections and Best Ask teachers in their triads to talk to their triad
1 Practices from Module 1 partners and reflect on what went well in their
CBI initial CBI and what they would like to change in
Handout 1 the future. Handout 1 contains these questions.
Handout 2 After some discussion time, they should share their
reflections with another triad.
Ask for volunteers to share with the class
Back in their groups, share best practices from their
CBI instruction, taking notes on Handout 2.
Ask each group to volunteer at least one best
practice. Create a whole class list.(Take a photo of
this list)

If you have noted particularly exemplary lessons in your


observations, ask the teacher to share with the whole class,
noting the best practices.

Hour Introduction to Introduction to Democratic, Student-Centered Instruction


2 Democratic, Student- KWL (See Handout 3)
Centered Instruction Ask teachers to fill in the first 2 columns alone,
Handout 3 then to brainstorm in pairs; (10 minutes)
Handout 4 do a class-wide sharing (15 minutes)
Handout 5 Interactive Presentation Presentation 1 and
Handout 6 Handout 4
Handout 7 Please see Handout 4 Instructor Version
Lecture Notes.
At slide 13, note that USING technology and
English as part of civics learning is the important
aspect of CBI. This works well with student-
centered learning because students will participate
with each other and achieve objectives through
concrete activities. The level and needs of the
students determine what objectives in each area are
appropriate for their students.

Slide 16 refers to Handout 5; ask teachers to meet


with their triads and then to brainstorm the three
main areas of the learner profile. (10 minutes)

This should lead to deepening their understanding

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of student needs and interests in civics, technology,


and English.

Ask for volunteers to share their ideas (20 minutes)

Then, with their triads, they should use Handout 6


to fill in a sample objective. (Slide 17) This
handout has space for all three areas. They should
have a sense of how the areas fit together based on
Module 1 work, but this provides another
opportunity to think about student needs and design
goals and activities that can build their learning.

The final slided will show some sample activities.


Spend some time discussing how these could be
used to meet the objectives listed.

(End of lecture)

Handout 7 provides the lesson plan template. Spend


some time discussing how the activities should
support the objective, then note that youll see some
sample student-centered lesson plans in the next
hour. Note that each lesson should have a warm up,
activities that are steps in support of the objective,
and finally an assessment to review how the
students have met the objective.

While they did this in Module 1, this week they


should focus on student choice, and active student
leadership and engagement.

If time allows, ask them spend a few minutes filling


in the L on their KWL chart.
Hour Introduction to Civic Presentation 2 (Handout 8) presents Civic Education topic
3 Education Topic 2: 2. Use presentation to provide an overview of how holiday
Holidays resources can be used in student-centered teaching and
Handout 8 sample lesson activities.
Handout 9
Handout 10 Please see Handout 8 Instructor Version Lecture
Handout 11 Notes.
Handout 12
Slides 3 and 5 have discussion questions. Participants
should discuss each in pairs. As ideas are generated, make
a class list.

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Handout 9 contains the Lesson Plan Example


Handout 10 contains Lesson Plan Example 2
(Lesson Plan Example 2 has a supporting
presentation, Handout 11 and a powerpoint format
that you can show)

Discuss and answer questions as you proceed through the


lesson.

The final column of the lesson plan handout identifies


some classroom language teachers may need for activities.
Ask participants to identify other language they may need
to teach the lesson. Teachers can identify and practice
additional language.

After each lesson, there are discussion questions that link


back to the civics topic and to the methodology topics
covered so far CBI and student-centered instruction.
These are a way to reflect and consolidate the models.
Participants can discuss in their triads.

Then provide Handout 12 a list of resources about


holidays.

Hour Lesson Planning Ask participants to use Handout 12, the ideas about
4 Workshop student-centered lesson planning, and the Handout 7 lesson
Handout 7 plan template to design a 20-minute lesson to present to
Handout 12 their peers.
Handout 13
Be prepared to help groups brainstorm a lesson plan.

Participating teachers should work in their triads to prepare


a plan to present in their own classrooms.

They should plan for a 20 minute microteaching session,


actually teaching using the civics education materials in a
student-centered, communicative lesson.

When they finish they should write their lessons main


points on a sheet of sticky flip chart paper, using a dark
marker and clear printing. This will be used as they
present their lessons to their peers.

At the end of the planning hour, ask for 2 triads to

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volunteer for whole class presentation /microteaching. If no


one volunteers, select the groups randomly.

Hour Microteaching The two volunteer triads will have 20 minutes each (with
5 Handout 13 10 minutes for feedback each) to do their microteaching in
front of the class.

Ask for peer feedback (using Handout 13). Explain that


you will use the same form for feedback on your classroom
observations.

Triad 1: 20 minutes to present, 10 minutes for class


feedback.
Triad 2: 20 minutes to present, 10 minutes for class
feedback.

Ask for peer feedback (using Handout 13): Which student-


centered characteristics did the teacher incorporate into the
CBI lesson plan?
Hour Microteaching & Wrap
6 up For the second hour of micro teaching, each triad will
present a lesson to another triad, with 20 minutes to present
and 10 minutes for feedback each using the feedback form.

Those who presented in the first hour can wander to assist


and observe.

Wrap up:

If you did not do this earlier, ask participants to spend a


few minutes filling in the L on their KWL chart.

Tell the teachers when you will be coming to visit; ask


them to try a planning and teaching a student- centered CBI
lesson in their own classroom, and to write a reflection for
their portfolios and for discussion at the next workshop.
Let them know that when you visit, youd like to observe
them and will provide feedback using Handout 13.

Post-departure:
After participants leave, take photos of each posted lesson
overview on chart paper to share with participants.

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Module 2 Handout 1

Reflection

What went well in your initial CBI lessons in your schools?

What would you like to change in the future? Collaboration? Content? Language?

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Module 2 Handout 2

Reflections on Best Practices in CBI

1. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

2. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

3. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

4. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

5. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

6. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

7. _________________________________________________________
_________________________________________________________
_________________________________________________________

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_________________________________________________________.
8. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

9. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

10. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.

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Module 2 Handout 3

KWL

What do you KNOW about What do you WANT to What did you LEARN today
Democratic, student- learn about Democratic, about Democratic, student-
centered instruction student-centered instruction centered instruction that
youll use in your
(K) (W) classroom?
(L)

(To be filled in at the


conclusion of the workshop)
1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

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Georgetown University School of Continuing Studies English Language Center

Module 2 Handout 4

Presentation 1 Instructor Version Lecture Notes

Slide 1

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This presentation will focus on how to make instruction student-centered by including choice, higher order
thinking, and student autonomy. These principles were present in Module 1, but this presentation will make
them explicit.

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Georgetown University School of Continuing Studies English Language Center

Slide 2

Instead of being teacher-centered,


democratic student-centered instruction
focuses on the learner.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This may be a new idea to participants, that learning should begin with student interests and needs, and focus on
their using new knowledge rather than just memorizing or acquiring it passively. It would be interesting to
elicit ideas about what a student-centered classroom means.

Slide 3

In order to focus on the learner, teachers


must gather information about learner needs,
starting with a needs assessment.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Starting with student needs and interests is important for planning meaningful learning experiences; after all, if
material does not relate to student experiences and background knowledge, their learning will be limited.

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Georgetown University School of Continuing Studies English Language Center

Slide 4

A good needs assessment will measure


student language level, interests, learning
styles, and key considerations which may
impact learning.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Teachers should think of ways to determine students language abilities, interests, and how they learn so that
they can plan instruction at the right level and also design activities that will truly engage them. Ask
participants if anyone has ever conducted a needs assessment or how they determine what and how the students
need to learn.

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Georgetown University School of Continuing Studies English Language Center

Slide 5

The results of the needs assessment will help


a teacher plan activities that will help
students move from their level to the desired
level of achievement and curriculum
objectives.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Understanding students background knowledge and interests is important in considering how best to design
lessons, so that students can proceed from their starting point through logical steps in the form of learning
activities that lead to their achieving the objective.

Slide 6

Instead of focusing on grammar and


memorization, democratic, student-centered
instruction focuses on communicative
approaches to language teaching.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Student-centered instruction focuses on outcomes not just passive understanding of grammar and textbook
learning, but the ability to produce language and talk about learning.

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Georgetown University School of Continuing Studies English Language Center

Slide 7

Instead of the teacher talking while students


passively listen, student-centered instruction
focuses on student use of the language.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

A learner-centered classroom is more active, with students doing more of the work and talking than teachers.

Slide 8

In a democratic, student-centered classroom,


the teacher takes student learning styles and
preferences into account when planning
instruction.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask teachers if they know their own learning styles or if they can name some. These could be visual, logical,
verbal, physical, aural, social, or solitary. (For more information, see: https://www.learning-styles-
online.com/overview/ There is also a test here that teachers could take). In some classes, teachers use a simple

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Georgetown University School of Continuing Studies English Language Center

questionnaire about learning through communicating or reading, by sitting still or moving around, alone or with
others, by listening or speaking. Its important to have a general sense of how students learn.

Slide 9

Instead of the students working quietly at


their desks, democratic, student-centered
classrooms are often noisy due to group and
pair work.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Because a student-centered classroom emphasizes STUDENT production of knowledge, in which students are
active in negotiating and sharing their understandings of knowledge, classrooms are very active and can be
noisier than traditional classrooms. This is very good for language learning!

Slide 10

In a democratic, student-centered classroom,


students often have choices about how they
undertake a task.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Whenever possible, giving students a choice in the material they engage with or how they engage with it can
build a sense of responsibility in students who are responsible for their own learning.

Ask participants if theyve ever had a chance to let students make choices; what were the results?

Slide 11

In a democratic, student-centered classroom,


students learn to take charge of their
learning, including setting goals.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In terms of students taking responsibility for their own learning, asking them to set goals for themselves is a
great practice. Ask teachers if anyone has tried it, and what the results have been.

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Georgetown University School of Continuing Studies English Language Center

Slide 12

In a democratic, student-centered classroom,


students learn to take charge of their
learning, including undertaking self-
assessment of progress toward learning
goals.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

When students set goals for themselves, they can later evaluate their own progress. As they develop this habit,
they can learn to think about their learning and what steps they should take to improve their learning. This may
be a new concept but it would be interesting to hear from any participants who have tried this.

Slide 13

Instead of memorizing facts and language,


students learn to USE civics, technology, and
language, with the classroom providing a
social and academic context for authentic
work.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

USING technology and English as part of civics learning is the important aspect of CBI. This works well with
student-centered learning because students will participate with each other and achieve objectives through
concrete activities. The level and needs of the students determine what objectives in each area are appropriate
for their students.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 14

Focuses on the learner


Considers student needs
Incorporates a communicative approach to
language
Classroom is active and noisy
Students have choices about their work

English Language through Civic Education (ELCE)


Program Georgetown University Center for
Language Education and Development (CLED)

In summary, the key element of lesson planning is to begin with the students in mind, to consider their needs,
and to develop active, communicative approaches to learning. Classrooms will be active and noisy as students
discuss material and share ideas and practice language; they will negotiate materials with each other and make
choices about how to present their work.

Tell students that they have seen this approach already in the Module 1 example lesson plans (and, hopefully, in
their own plans), and will continue to work on it throughout the program.

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Georgetown University School of Continuing Studies English Language Center

Slide 15

Students set goals


Students evaluate their progress toward
objectives
Classroom provides social context for
language use
Material is engaging for students

English Language through Civic Education (ELCE)


Program Georgetown University Center for
Language Education and Development (CLED)

Another key aspect of student-centered instruction is that students will take some responsibility for learning and
they will also use language actively to produce learning in the context of classroom work. Because they are
active in producing learning and working with material, their level of engagement will be high.

Slide 16

Meet with your triads.

Together, fill out the learner profile /overview


of student needs (Handout 5)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Handout 5 provides the means for teachers to generate as much background description of their students as they
can. This may be a new idea but will get them thinking more deeply about their students. Ask them to meet in
their triads and try to describe their students in each area. After some work time (10-15 minutes), ask triads to
share their ideas with the class (time permitting).
10

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 17

Next, fill out the Curriculum Objectives


worksheet, Handout 6.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Next, again with their triads, they should keep the ideas about their students in mind, and use Handout 6 to fill
in a sample objective. This handout has space for all three content areas. They should have a sense of how the
areas fit together based on Module 1 work, but this provides another opportunity to think about student needs
and design goals and activities that can build their learning.

11

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Georgetown University School of Continuing Studies English Language Center

Slide 18

Sample Learner Centered Activities:

Brainstorming
Role plays
Games
Writing projects
Goal setting
Self assessment
Interviews
Personal reactions
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 19

Sample Learner Centered Activities:

Website Design
Graphics to present ideas
Creating videos
Blogging

What other ideas can you think of?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Slides 18 and 19 provide some ideas for student centered activities that might support their objectives. They
may have used some of these in their Module 1 lesson planning. All of these activities can be used to process
and demonstrate civics learning using English. Ask participants for any other ideas they may have now. They
can save these ideas for their lesson planning later in the module.

12

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Georgetown University School of Continuing Studies English Language Center

Slide 20

Questions and comments?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Participants may have further questions about student-centered learning. They may be concerned about
classroom management. They key to resolving this area is that the teacher needs to guide activities, be present
to help students, and be sure that activities are well organized and that students have an incentive to stay on task
(presenting to peers is a good one students do not like to be embarrassed in front of the class).

Tell participants that they will see more examples in the next hour with example lesson plans and will have a
chance to work with this approach in their own lesson plans.

(Return to the main instructions for this Module.)

13

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Module 2 Handout 4

Presentation 1

Slide 1 ___________________________________

___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


___________________________________
Georgetown University School of Continuing Studies English Language Center

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________

Instead of being teacher-centered,


___________________________________
democratic student-centered instruction
focuses on the learner.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 3 ___________________________________

In order to focus on the learner, teachers



must gather information about learner needs,
___________________________________
starting with a needs assessment.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


___________________________________
Georgetown University School of Continuing Studies English Language Center

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________

A good needs assessment will measure



student language level, interests, learning
___________________________________
styles, and key considerations which may
impact learning.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________

The results of the needs assessment will help



a teacher plan activities that will help
___________________________________
students move from their level to the desired
level of achievement and curriculum
objectives.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 6 ___________________________________

Instead of focusing on grammar and



memorization, democratic, student-centered
___________________________________
instruction focuses on communicative
approaches to language teaching.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


___________________________________
Georgetown University School of Continuing Studies English Language Center

___________________________________

___________________________________

___________________________________

Slide 7 ___________________________________

Instead of the teacher talking while students


___________________________________
passively listen, student-centered instruction
focuses on student use of the language.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________

In a democratic, student-centered classroom,


___________________________________
the teacher takes student learning styles and
preferences into account when planning
instruction.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 9 ___________________________________

Instead of the students working quietly at


___________________________________
their desks, democratic, student-centered
classrooms are often noisy due to group and
pair work.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


___________________________________
Georgetown University School of Continuing Studies English Language Center

___________________________________

___________________________________

___________________________________

Slide 10 ___________________________________

In a democratic, student-centered classroom,


___________________________________
students often have choices about how they
undertake a task.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 ___________________________________

In a democratic, student-centered classroom,


___________________________________
students learn to take charge of their
learning, including setting goals.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 12 ___________________________________

In a democratic, student-centered classroom,


___________________________________
students learn to take charge of their
learning, including undertaking self-
assessment of progress toward learning
goals. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


___________________________________
Georgetown University School of Continuing Studies English Language Center

___________________________________

___________________________________

___________________________________

Slide 13 ___________________________________

Instead of memorizing facts and language,



students learn to USE civics, technology, and
___________________________________
language, with the classroom providing a
social and academic context for authentic
work.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 ___________________________________
Focuses on the learner
Considers student needs ___________________________________
Incorporates a communicative approach to
language
Classroom is active and noisy ___________________________________
Students have choices about their work

English Language through Civic Education (ELCE)


Program Georgetown University Center for
___________________________________
Language Education and Development (CLED)

___________________________________

___________________________________

___________________________________

193
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 15 ___________________________________
Students set goals
Students evaluate their progress toward ___________________________________
objectives
Classroom provides social context for
language use ___________________________________
Material is engaging for students

English Language through Civic Education (ELCE)


Program Georgetown University Center for
___________________________________
Language Education and Development (CLED)

___________________________________

___________________________________

___________________________________

Slide 16 ___________________________________

Meet with your triads.



___________________________________
Together, fill out the learner profile /overview
of student needs (Handout 5)

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 ___________________________________

Next, fill out the Curriculum Objectives



worksheet, Handout 6.
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

194
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 18 ___________________________________
Sample Learner Centered Activities:

Brainstorming
___________________________________
Role plays
Games
Writing projects

Goal setting ___________________________________
Self assessment
Interviews
Personal reactions
Civic and Technology Education through English Language (CTEL) Program
___________________________________
Georgetown University School of Continuing Studies English Language Center

___________________________________

___________________________________

___________________________________

Slide 19 ___________________________________
Sample Learner Centered Activities:

Website Design
___________________________________
Graphics to present ideas
Creating videos
Blogging

___________________________________
What other ideas can you think of?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 ___________________________________

___________________________________
Questions and comments?

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Georgetown University School of Continuing Studies English Language Center

Module 2 Handout 5

Overview of Student Needs

How do they like


to learn?

Your
students
What is their
What are their motivation to learn
interests? civics / technology
/ English?

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Module 2 Handout 6

Curriculum Objective

GRADE:

LEVEL:

CURRICULUM OBJECTIVE (INCLUDING CIVICS, TECHNOLOGY, ENGLISH):

CIVICS:

TECHNOLOGY:

ENGLISH:

WHAT TYPES OF STUDENT-CENTERED ACTIVITIES SUPPORT THIS


OBJECTIVE:

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 2 Handout 7

Lesson Plan Template

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Learning needs:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Materials:

Activities:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Assessment:

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Reflection (to be completed AFTER the lesson):

Other important information:

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Stage of lesson Activity Time Classroom language


needed
Warm up:
Civics topic, ICT, or
English

(Background
knowledge and
language)

Activity 1: Civics,
ICT, or English

Activity 2: Civics,
ICT, or English

Activity 3: Civics,

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

ICT, or English

Activity 4: Civics,
ICT, or English

Assessment:

Closure:

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Module 2 Handout 8

Presentation 2 Instructor Version Lecture Notes

Slide 1

CTEL Civic Education Topic 2:


Holidays

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Tell participants that the next part of the days work will focus on the topic of holidays as a civic
education topic, and all of its possibilities for CBI and student-centered instruction. This will be
an opportunity for them to share ideas as a group and think more deeply about student-
centeredness.

Slide 2

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Holidays and Student-Centered


Teaching

Holidays are universal and individual.

Holidays can be a very engaging topic for


democratic-student centered teaching.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants if they think this topic is engaging; if so, why?

Slide 3

Holidays and Student-Centered


Teaching

What are some ways that holidays are related


to civic education?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to discuss this question in pairs or in their triads. After a few minutes, ask each
pair/group to share their ideas. As ideas are generated, make a class list.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 4

Holidays and Student-Centered


Teaching

Some ideas:

Related to historical events


Related to national traditions
Reflective of culture and national identity

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants for any examples they can think of that could relate to these themes.

Slide 5

Holidays and Student-Centered


Teaching

How can the topic of holidays be student


centered?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to discuss this question in pairs or in their triads. If they need prompting, ask
how holidays could relate to students interests, experiences, or different ways of learning. After
a few minutes, ask each pair/group to share their ideas. As ideas are generated, make a class list.

207
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 6

Holidays and Student-Centered


Teaching

Some ways holidays can be student-centered:

Related to students family traditions


Related to students personal experiences
Related to students town or village

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These are a few ideas. If participants have not mentioned these, elicit some ideas about whether
the students would find these topics engaging, and why or why not. If not, ask what they could
do to engage the students.

Slide 7

Holidays and Student-Centered


Teaching

The topic can be used to achieve advanced or


basic objectives by altering the activities and
materials.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants for a few ideas of how the topic can be basic and how it can be more advanced.
They can use simple or complex readings and activities, pictures or long papers, basic
technology or more advanced depending on students civics, technology, and English skills.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 8

Holidays and Student-Centered


Teaching

Were going to look at some example lesson


plans of different ways to use the topic of
holidays to create student-centered, CBI
lessons in support of civics, technology, and
English language objectives.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Please tell participants that the lesson plans are only examples, but might give them ideas for
their own students. Their students might be ready for more advanced English but need more
basic civic content. Or they may have advanced civics knowledge but basic technology and
English skills. The idea is to review and discuss some examples of student-centered CBI related
to the theme of civic education so that they can see the principles in action.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 9

Lesson Plan Example 1

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Lesson Plan Example 1 is in Handout 9. All the steps are included in this presentation. In the
students template, however, there is a final column with some classroom language presented.
They can note other important classroom language that students may need for a particular
activity.

Slide 10

Lesson Plan Example 1


Objective:

Students will be able to describe a Georgian


holiday and explain its national importance in
a group power point presentation delivered to
their peers.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to discuss in their triad how the objective relates to each of their areas. Then
ask the class at large the ways in which the objective is student-centered.

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 11

Lesson Plan Example 1


Learning needs:
Civics:
Students will learn to describe a holiday and explain the
ways it is celebrated in Georgian national culture.

ICT:
Students will learn to navigate a website to find key
information about a Georgian holiday (if necessary)
Students will learn to prepare a power point
presentation using text, graphics, and/or images.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants if these learning needs support the objective. Also ask participants to discuss
whether the learning needs represent basic or more advanced students in each area: civics and
ICT. Are these needs that the students will want to engage with?

Slide 12

Lesson Plan Example 1


Learning needs:
English:
Students will learn and use new vocabulary
and appropriate verb tenses to describe a
holiday and its national importance.
Students will be able to follow instructions for
working with a group, answering questions,
creating and presenting a power point
presentation, and other classroom activities.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Ask teachers whether these learning needs line up with the overall objective. Are these needs of
basic or advanced students of English (the answer could be either, depending on the level of
vocabulary and verb tenses any text could be simple or more complex). Note that their own

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

students will have specific learning needs in these categories. It is important to monitor
classroom language because there may be additional learning needs in this area. The English
teacher may need to provide ongoing assistance with classroom language.

Slide 13

Lesson Plan Example 1


Materials:

Holiday vocabulary list (Handout A)


Holiday Questions (Handout B)
Student Survey (Handout C)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These example materials are included with the lesson plan handout and provide students support
for their learning in each activity.

Slide 14

Lesson Plan Example 1


Activities:
Civics:
Discuss a national holiday and describe cultural practices and
traditions. Work with a group on ideas about why this holiday
is important in Georgian culture.

ICT:
Create and develop a short power point presentation on a
Georgian holiday.
Use an online dictionary to find unknown words in English (as
needed).
Navigate a website to find information about a holiday (as
needed).

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These civics activities are combined with technology to meet their learning needs Ask if the
activities will engage students and why.

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Georgetown University School of Continuing Studies English Language Center

Slide 15

Lesson Plan Example 1


Activities:
English:
Present a summary of a Georgian holiday to
peers.
Read about a Georgian holiday.
Use a dictionary to develop vocabulary (as
needed).
Review: in/on, by+gerund, because+clause.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

These English language activities are designed to support civics activities and materials, and to
teach specific language skills (presentations) and content (vocabulary and the grammar listed).
A more basic level class would need a simpler reading and less grammar. Students in this class
presumably would be reviewing the grammar listed.

Slide 16

Lesson Plan Example 1


Assessment:

Power point presentation and delivery, and


group organizers.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

213
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

This assessment will reflect civics content with technology as a means of demonstrating learning
in English. Tell participants that they will see how the assessment will give them information
about whether students have met the objective as they examine the sequence of activities.

Slide 17

Lesson Plan Example 1


Warm up:

Civics teacher:
Ask students to think about what their favorite holiday is and
write down words to describe it in English, using Handout A.

After a few minutes, ask students to share their choice of holiday.


List the holidays on the board.

As you hear second and third responses about the same holiday,
put the students into groups that share the same holiday.

Ask students to move to sit with their selected holiday groups.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In addition to activating students background knowledge, this will also activate language skills
and vocabulary as students begin to respond and share their favorite holidays using English.

Ask participants how English and ICT teachers can assist with this part of the lesson? (They can
help students find their groups, help with language, ensure that everyone understand the
questions and instructions).

Slide 18

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Lesson Plan Example 1


Activity 1:
English teacher:
Ask students to share their words with their partner/group.
This will provide groups with vocabulary lists about their selected
holiday.

ICT Teacher:
If possible, show students online dictionary resource for
reference to check spelling or meaning.

All teachers:
Walk around to help groups with their vocabulary lists.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Ask participants how this first activity, led by the English teacher, is student-centered. (Students
take responsibility for sharing vocabulary with peers, contributing to each others learning).

Ask participants how the ICT teachers use of an online dictionary is student-centered (possible
answers: students love technology and will develop a sense of autonomy as learners).

Slide 19

Lesson Plan Example 1


Activity 2:

Civics teacher:
Next, ask each group to fill out the chart on Handout B to
describe the holiday, answering questions about the
traditions and meaning.

English teacher:
Review useful structures for answering the questions on
Handout B.

ICT Teacher:
Show two websites for additional reading (optional, for
more advanced students)
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

This activity takes place in three steps. The Civics aspect relates to the content questions. In
order to answer the questions, though, the students need the review offered by the English
teacher, with structures listed on Handout B.

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Georgetown University School of Continuing Studies English Language Center

Ask participants to consider additional classroom language that may be needed to complete the
activities.

The ICT teacher can provide the optional additional readings giving students choices, which is
an important part of democratic, student-centered teaching.

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Georgetown University School of Continuing Studies English Language Center

Slide 20

Lesson Plan Example 1


Activity 3:
ICT teacher:
Demonstrate how to create a power point
presentation and basic steps for adding slides.

Civics teacher:
Students should use Handout B to create a short
presentation about their holidays.

English teachers:
Assist with sentences and vocabulary as needed.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Next, students will learn a new technology skill that will allow them to put their civics learning
and thinking together with an English language presentation on their chosen holiday.

This will demonstrate whether students are meeting the objective.

All teachers should assist groups as possible because this is a complex task.

Slide 21

Lesson Plan Example 1


Activity 4:
Civics, ICT, English teachers:

Two holiday groups come together; each presents


their holiday presentation to the other. Group
members should take turns presenting.

All teachers move around to monitor


presentations for meeting class objectives.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In this activity, students get to share their presentations with their peers. Each holiday group will
present their material to another group. They will assume responsibility for their peers learning

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

about the civic and cultural aspects of their holiday. Ask participants to identify the ways in
which this is student centered (relies on student choices, student responsibility for learning,
communication about content, various types of learning styles visual, aural, social).

Slide 22

Lesson Plan Example 1


Assessment:
Presentations, and Handouts A and B, should be
turned in to the teachers (electronically or in
printed form).

Presentations will show civics knowledge,


technology skills, and English language skills.

All teachers should observe the group


presentations.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

The presentations as well as the handouts underlying the presentations will show teachers the
extent to which students mastered the objective. If content and language are strong on the
handouts but weak in the presentation, teachers may conclude that technology needs work. If the
English is weak in both handouts and presentations, they will see that students need more work
on vocabulary, and/or specific points of grammar. If they could not make connections between
the holiday and civic life, teachers will see that they need to do more work on building thinking
skills and understandings in this area.

Slide 23

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Lesson Plan Example 1


Closure:

Turn in handouts and presentations.

If there is time, students should complete and


turn in short survey in Handout C.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The student surveys further build student autonomy by asking students to think about their
learning.

Slide 24

Lesson Plan Example 1 - Discussion

In what ways is this lesson democratic and


student-centered?
How well does it address CBI?
How well will students learn about holidays?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Beyond what has already been discussed, ask participants to discuss with their triads these
questions. After a few minutes, ask groups to share their ideas with the class.

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Georgetown University School of Continuing Studies English Language Center

Slide 25

Lesson Plan Example 2

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Example Lesson Plan 2 takes a comparative approach to holidays and may be more basic but can
be adjusted according to students needs. Handout 10 contains Lesson Plan Example 2.

Slide 26

Lesson Plan Example 2


Objective:

Students will be able to learn vocabulary words


for Christmas in order to read and listen to a
presentation on Christmas in the U.S., and use
these words to create a simple power point
presentation on Christmas in Georgia.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to identify the three areas of instruction reflected in this objective. After they
do so, ask for a few quick ideas on how the objective is student-centered.

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Georgetown University School of Continuing Studies English Language Center

Slide 27

Lesson Plan Example 2


Learning needs:
Civics:
Students will learn about and describe
Christmas in the U.S. and Christmas in
Georgia, with some comparison.
ICT:
Students will learn to create a simple power
point presentation using text, graphics, and/or
images.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Ask participants whether these learning needs support the objective in each area.

Slide 28

Lesson Plan Example 2


Learning needs:

English:
Students learn and use new vocabulary and present
tense verbs to present information about Christmas.

Students will be able to follow instructions for working


with a partner, answering questions, creating and
presenting a power point presentation, and other
classroom activities.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants whether the English needs are also parallel to the objective.

Note that classroom language is provided in the final column of the lesson plan template and that
they can note other language needs as they proceed through this examination of the lesson. It is
important to monitor classroom language because there may be additional learning needs in this
area. The English teacher may need to provide ongoing assistance with classroom language.

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Georgetown University School of Continuing Studies English Language Center

Slide 29

Lesson Plan Example 2


Materials:

Vocabulary organizer (Handout A)


Vocabulary matching activity (Handout B)
Sentences for presentation (Handout C)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These materials are provided as part of the lesson plan handout.

Slide 30

Lesson Plan Example 2


Activities :
Civics:
Compare a holiday (Christmas) in the U.S. and
Georgia. Watch and read a short presentation
on Christmas in the U.S.
ICT:
Create and develop a short power point
presentation about Christmas in Georgia.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

This is a summary of the activities set up to meet students learning needs. The lesson plan
provides a sequence so that they build upon each other.

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Georgetown University School of Continuing Studies English Language Center

Slide 31

Lesson Plan Example 2


Activities :

English:
Use new vocabulary about Christmas.
Write sentences in the present tense.
Practice classroom language for each
activity.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These activities in English will support work in the other content areas.

Slide 32

Lesson Plan Example 2


Assessment:

Power point presentation and delivery, and


Handouts A, B, C.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

As in the previous lesson plan, the handouts, which provide important ingredients for the
presentation, provide information on areas of strength and weakness in student skills and
knowledge.

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Georgetown University School of Continuing Studies English Language Center

Slide 33

Lesson Plan Example 2


Warm up:
Civics teacher:

Ask students to think of words that describe


Christmas and write them down using
Handout A.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How does this activate students thinking about the topic? Handout A is a vocabulary organizer
to provide a language building block for the lesson. In what ways is this warm up student-
centered? (Rellies on students own experiences, provides autonomy/choice of focus within the
topic, creates learner autonomy for generating vocabulary led by students rather than presented
first by the teacher).

Slide 34

Lesson Plan Example 2


Activity 1:

English teacher:
After a few minutes, ask each student to share at least one
word with the class. Provide correction as needed.

ICT teacher (if possible):


Type the words into a projected version of Handout A to
create a class word list.

Students can add the words to their own lists

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How is this activity student-centered? (Student-led vocabulary, student-generated ideas, peer-to-


peer learning).

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Georgetown University School of Continuing Studies English Language Center

Slide 35

Show presentation 3, which is very brief, and is a presentation teachers could use with their own
classes to introduce the holiday and some vocabulary.

As a teaching tool, the demonstration power point provides visual input for students so that
visual learners have images for new vocabulary in their language learning, and it illustrates basic
ideas about the civics topic, as well as demonstrating technology. Ask participants for their view
of the presentations CBI value.

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Georgetown University School of Continuing Studies English Language Center

Slide 36

Lesson Plan Example 2


Activity 3:
English teacher:

Ask students to work with a partner to compare


the words they circled from the word list.

Then ask students to complete the matching


activity in Handout B.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Refer teachers to Handout B in the Example Lesson Plan 2 packet.

How do these extra steps with language contribute to student-centered learning? (Students are
practicing with peers and actively engaging with the words rather than merely responding).

Slide 37

Lesson Plan Example 2


Activity 4:
Civics teacher:

Students should choose 3-5 of the words from


Handout B to write sentences about Christmas in
Georgia using Handout C.

English teacher:

Check and assist with sentences and vocabulary.


Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

How does this activity combine civics and English? How is it student-centered?

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Georgetown University School of Continuing Studies English Language Center

Slide 38

Lesson Plan Example 2


Activity 4 (continued):
ICT Teacher:

Demonstrate how to create a power point presentation


and basic steps for adding slides.

Ask students to use their sentences from Handout C for


a short presentation on Christmas in Georgia.

If students have time, they can add colors, images, and


other additions.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Students now have all the pieces they need for their presentation and can focus on the technology
learning. The presentation will be the tool to present their civics and English work. Students
have many choices with design (in addition to previous choices on content), and will use a
variety of visual, aural, logical, and social learning skills to complete the presentation.

Slide 39

Lesson Plan Example 2


Activity 5
Civics, ICT, English teachers:

Two pairs should present to each other.


Each student should speak.

All teachers should observe the group


presentations.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This final activity provides a chance for students to extend their learning by presenting to peers
and provides valuable feedback to teachers on how well they have mastered the objective.

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Georgetown University School of Continuing Studies English Language Center

Slide 40

Lesson Plan Example 2


Assessment:
Presentations, and Handouts A, B, and C
should be turned in to the teachers
(electronically or in printed form).

Presentations will show civics knowledge,


technology skills, and English language skills.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Although the presentation is the final product of the lesson, as in Example Lesson Plan 1, each of
the handouts provides information on student learning in the areas of civics, English, and
technology.

How does this type of assessment student-centered?

Slide 41

Lesson Plan Example 2


Closure:

Turn in handouts and presentations.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Students will conclude by turning in all their work.

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Georgetown University School of Continuing Studies English Language Center

Slide 42

Lesson Plan Example 2 - Discussion

How is this lesson student-centered?


How well does it address CBI?
How well will students learn about holidays?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask teachers to discuss with their triads these questions. What is their overall opinion of this
lesson? How could they use such an approach in their classes?

Provide 10-15 minutes for discussion and then ask triads to share their views with the class.

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Slide 43

Other Applications of Student-Centered


Teaching and Holiday Resources

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

There are many other ways teachers can explore the civics theme of holidays using English and
technology. Slides 44 and 45 list a few.

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Slide 44

Other applications
There are many other ways to use holiday
materials in student-centered teaching. These
include:

Learning songs and poetry about a holiday in


English
Learning about and discussing traditions of
holidays in English
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 45

Other applications
Comparing foods and food traditions in
different countries, regions, or families

Reading stories about holidays and Georgia


and reflecting on them

Presenting information Georgian holidays to


other students
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

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Georgetown University School of Continuing Studies English Language Center

Slide 46

Other applications
Researching folklore from different parts of
the world and comparing it to Georgian
traditions

Role plays of family situations on holidays

Please see Handout 12 for more ideas on


student-centered lesson plans with holiday
materials.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Ask participants for other ideas. There may be many, in which case discussion can continue as
time allows. If there are few, please refer participants to Handout 12, with additional resources.
They can use these Example Lesson Plans and the resources in Handout 12 for their own lesson
planning.

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Slide 47

Holidays
Questions or comments?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask for any final thoughts. Tell participants that the next part of class will focus on their own
lesson planning.

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Module 2 Handout 8

Presentation 2

Slide 1 ___________________________________

CTEL Civic Education Topic 2: ___________________________________


Holidays
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 Holidays and Student-Centered ___________________________________


Teaching

___________________________________
Holidays are universal and individual.

Holidays can be a very engaging topic for ___________________________________


democratic-student centered teaching.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 3 Holidays and Student-Centered ___________________________________


Teaching

___________________________________
What are some ways that holidays are related
to civic education?
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 Holidays and Student-Centered ___________________________________


Teaching

Some ideas: ___________________________________


Related to historical events
Related to national traditions ___________________________________
Reflective of culture and national identity

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 Holidays and Student-Centered ___________________________________


Teaching

___________________________________
How can the topic of holidays be student
centered?
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 6 Holidays and Student-Centered ___________________________________


Teaching

Some ways holidays can be student-centered: ___________________________________


Related to students family traditions
Related to students personal experiences ___________________________________
Related to students town or village

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 Holidays and Student-Centered ___________________________________


Teaching

___________________________________
The topic can be used to achieve advanced or
basic objectives by altering the activities and
materials.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 Holidays and Student-Centered ___________________________________


Teaching

Were going to look at some example lesson ___________________________________


plans of different ways to use the topic of
holidays to create student-centered, CBI
lessons in support of civics, technology, and
English language objectives. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Georgetown University School of Continuing Studies English Language Center

Slide 9 ___________________________________

___________________________________
Lesson Plan Example 1

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 ___________________________________
Lesson Plan Example 1
Objective:
___________________________________
Students will be able to describe a Georgian
holiday and explain its national importance in
a group power point presentation delivered to
their peers.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 ___________________________________
Lesson Plan Example 1
Learning needs:
Civics:
Students will learn to describe a holiday and explain the ___________________________________
ways it is celebrated in Georgian national culture.

ICT:
Students will learn to navigate a website to find key
information about a Georgian holiday (if necessary)
___________________________________
Students will learn to prepare a power point
presentation using text, graphics, and/or images.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 12 ___________________________________
Lesson Plan Example 1
Learning needs:
English: ___________________________________
Students will learn and use new vocabulary
and appropriate verb tenses to describe a
holiday and its national importance.
Students will be able to follow instructions for ___________________________________
working with a group, answering questions,
creating and presenting a power point
presentation, and other classroom activities.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 13 ___________________________________
Lesson Plan Example 1
Materials:
___________________________________
Holiday vocabulary list (Handout A)
Holiday Questions (Handout B)
Student Survey (Handout C) ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 ___________________________________
Lesson Plan Example 1
Activities:
Civics:
Discuss a national holiday and describe cultural practices and
traditions. Work with a group on ideas about why this holiday ___________________________________
is important in Georgian culture.

ICT:
Create and develop a short power point presentation on a
Georgian holiday.
Use an online dictionary to find unknown words in English (as
___________________________________
needed).
Navigate a website to find information about a holiday (as
needed).

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 15 ___________________________________
Lesson Plan Example 1
Activities:
English: ___________________________________
Present a summary of a Georgian holiday to
peers.
Read about a Georgian holiday. ___________________________________
Use a dictionary to develop vocabulary (as
needed).
Review: in/on, by+gerund, because+clause.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 16 ___________________________________
Lesson Plan Example 1
Assessment:
___________________________________
Power point presentation and delivery, and
group organizers.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 ___________________________________
Lesson Plan Example 1
Warm up:

Civics teacher:
Ask students to think about what their favorite holiday is and ___________________________________
write down words to describe it in English, using Handout A.

After a few minutes, ask students to share their choice of holiday.


List the holidays on the board.

As you hear second and third responses about the same holiday,
___________________________________
put the students into groups that share the same holiday.

Ask students to move to sit with their selected holiday groups.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Slide 18 Lesson Plan Example 1 ___________________________________


Activity 1:
English teacher:
Ask students to share their words with their partner/group.
This will provide groups with vocabulary lists about their selected ___________________________________
holiday.

ICT Teacher:
If possible, show students online dictionary resource for
reference to check spelling or meaning.
___________________________________
All teachers:
Walk around to help groups with their vocabulary lists.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 19 ___________________________________
Lesson Plan Example 1
Activity 2:

Civics teacher:
Next, ask each group to fill out the chart on Handout B to
___________________________________
describe the holiday, answering questions about the
traditions and meaning.

English teacher:
Review useful structures for answering the questions on
Handout B.
___________________________________
ICT Teacher:
Show two websites for additional reading (optional, for
more advanced students)
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 ___________________________________
Lesson Plan Example 1
Activity 3:
ICT teacher:
Demonstrate how to create a power point
presentation and basic steps for adding slides.
___________________________________
Civics teacher:
Students should use Handout B to create a short
presentation about their holidays. ___________________________________
English teachers:
Assist with sentences and vocabulary as needed.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Slide 21 ___________________________________
Lesson Plan Example 1
Activity 4:
Civics, ICT, English teachers:
___________________________________
Two holiday groups come together; each presents
their holiday presentation to the other. Group
members should take turns presenting.
___________________________________
All teachers move around to monitor
presentations for meeting class objectives.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 22 ___________________________________
Lesson Plan Example 1
Assessment:
Presentations, and Handouts A and B, should be
turned in to the teachers (electronically or in ___________________________________
printed form).

Presentations will show civics knowledge,


technology skills, and English language skills. ___________________________________
All teachers should observe the group
presentations.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 23 ___________________________________
Lesson Plan Example 1
Closure:

Turn in handouts and presentations.


___________________________________

If there is time, students should complete and


turn in short survey in Handout C. ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Slide 24 ___________________________________
Lesson Plan Example 1 - Discussion

In what ways is this lesson democratic and ___________________________________


student-centered?
How well does it address CBI?
How well will students learn about holidays? ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 25 ___________________________________

___________________________________
Lesson Plan Example 2

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 26 ___________________________________
Lesson Plan Example 2
Objective:
___________________________________
Students will be able to learn vocabulary words
for Christmas in order to read and listen to a
presentation on Christmas in the U.S., and use
these words to create a simple power point
___________________________________
presentation on Christmas in Georgia.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
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Slide 27 ___________________________________
Lesson Plan Example 2
Learning needs:
Civics: ___________________________________
Students will learn about and describe
Christmas in the U.S. and Christmas in
Georgia, with some comparison.
ICT: ___________________________________
Students will learn to create a simple power
point presentation using text, graphics, and/or
images.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 28 ___________________________________
Lesson Plan Example 2
Learning needs:

English:
___________________________________
Students learn and use new vocabulary and present
tense verbs to present information about Christmas.

Students will be able to follow instructions for working ___________________________________


with a partner, answering questions, creating and
presenting a power point presentation, and other
classroom activities.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 29 ___________________________________
Lesson Plan Example 2
Materials:
___________________________________
Vocabulary organizer (Handout A)
Vocabulary matching activity (Handout B)
Sentences for presentation (Handout C) ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

10

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Slide 30 ___________________________________
Lesson Plan Example 2
Activities :
Civics: ___________________________________
Compare a holiday (Christmas) in the U.S. and
Georgia. Watch and read a short presentation
on Christmas in the U.S.
ICT:
___________________________________
Create and develop a short power point
presentation about Christmas in Georgia.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 31 ___________________________________
Lesson Plan Example 2
Activities :
___________________________________
English:
Use new vocabulary about Christmas.
Write sentences in the present tense. ___________________________________
Practice classroom language for each
activity.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 32 ___________________________________
Lesson Plan Example 2
Assessment:
___________________________________
Power point presentation and delivery, and
Handouts A, B, C.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

11

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Slide 33 ___________________________________
Lesson Plan Example 2
Warm up:
Civics teacher: ___________________________________
Ask students to think of words that describe
Christmas and write them down using
Handout A.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 34 ___________________________________
Lesson Plan Example 2
Activity 1:

English teacher:
After a few minutes, ask each student to share at least one
___________________________________
word with the class. Provide correction as needed.

ICT teacher (if possible):


Type the words into a projected version of Handout A to ___________________________________
create a class word list.

Students can add the words to their own lists

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 35 ___________________________________
Lesson Plan Example 2
Activity 2:
Civics teacher:
Show short presentation on Christmas in the U.S. ___________________________________
English teacher:
Students should circle the words they hear from their
word list.
___________________________________
ICT teacher:
Manage the presentation (including any added
animations) along with the civics teacher.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

12

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Slide 36 ___________________________________
Lesson Plan Example 2
Activity 3:
English teacher: ___________________________________
Ask students to work with a partner to compare
the words they circled from the word list.
___________________________________
Then ask students to complete the matching
activity in Handout B.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 37 ___________________________________
Lesson Plan Example 2
Activity 4:
Civics teacher: ___________________________________
Students should choose 3-5 of the words from
Handout B to write sentences about Christmas in
Georgia using Handout C.
___________________________________
English teacher:

Check and assist with sentences and vocabulary.


Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 38 ___________________________________
Lesson Plan Example 2
Activity 4 (continued):
ICT Teacher:
___________________________________
Demonstrate how to create a power point presentation
and basic steps for adding slides.

Ask students to use their sentences from Handout C for


a short presentation on Christmas in Georgia.
___________________________________
If students have time, they can add colors, images, and
other additions.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

13

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Slide 39 ___________________________________
Lesson Plan Example 2
Activity 5
Civics, ICT, English teachers: ___________________________________
Two pairs should present to each other.
Each student should speak.
___________________________________
All teachers should observe the group
presentations.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 40 ___________________________________
Lesson Plan Example 2
Assessment:
Presentations, and Handouts A, B, and C ___________________________________
should be turned in to the teachers
(electronically or in printed form).

Presentations will show civics knowledge,


___________________________________
technology skills, and English language skills.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 41 ___________________________________
Lesson Plan Example 2
Closure:
___________________________________
Turn in handouts and presentations.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

14

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Slide 42 ___________________________________
Lesson Plan Example 2 - Discussion

How is this lesson student-centered? ___________________________________


How well does it address CBI?
How well will students learn about holidays?

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 43 ___________________________________

___________________________________
Other Applications of Student-Centered
Teaching and Holiday Resources
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 44 ___________________________________
Other applications
There are many other ways to use holiday
materials in student-centered teaching. These ___________________________________
include:

Learning songs and poetry about a holiday in


English
___________________________________
Learning about and discussing traditions of
holidays in English
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

15

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Slide 45 ___________________________________
Other applications
Comparing foods and food traditions in
different countries, regions, or families ___________________________________
Reading stories about holidays and Georgia
and reflecting on them
___________________________________
Presenting information Georgian holidays to
other students
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 46 ___________________________________
Other applications
Researching folklore from different parts of
the world and comparing it to Georgian
traditions
___________________________________

Role plays of family situations on holidays


___________________________________
Please see Handout 12 for more ideas on
student-centered lesson plans with holiday
materials.
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 47 ___________________________________
Holidays
Questions or comments?
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

16

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Module 2 Handout 9

Lesson Plan Example 1

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Students will be able to describe a Georgian holiday and explain its national importance
in a group power point presentation delivered to their peers.

Learning needs:

Civics: Students will learn to describe a holiday and explain the ways it is
celebrated in Georgian national culture.

ICT: Students will learn to navigate a website to find key information about a
Georgian holiday (if necessary).

Students will learn to prepare a power point presentation using text,


graphics, and/or images.

English: Students will learn and use new vocabulary and appropriate verb tenses to
describe a holiday and its national importance.

Students will be able to follow instructions for working with a group,


answering questions, creating and presenting a power point presentation,
and other classroom activities.

Materials:

Holiday vocabulary list (Handout A)


Holiday Questions (Handout B)
Student Survey (Handout C)

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Activities:

Civics: Discuss will learn about a national holiday and describe cultural practices
and traditions. Students will learn to develop ideas Work with a group on
ideas about why this holiday is important in Georgian culture.

ICT: Create and develop a short power point presentation on a Georgian


holiday.

Use an online dictionary to find unknown words in English (as needed).

Navigate a website to find information about a holiday (as needed).

English: Present a summary of a Georgian holiday to peers.

Read about a Georgian holiday.

Use a dictionary to develop vocabulary (as needed).

Review: in/on, by+gerund, because+clause

Assessment: Power point presentation and delivery, and group organizers.

Reflection (to be completed AFTER the lesson)

Other important information:

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Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective: Students will be able to describe a Georgian holiday and explain its national
importance in a power point presentation delivered to their peers.
Stage of lesson Activity Time Classroom language
needed
Warm up: Civics teacher: 5 minutes Think about
Civics Ask students to think
about what their favorite Describe
holiday is and write
down words to describe Move to your holiday
it in English, using group.
Handout A.

After a few minutes, ask


students to share their
choice of holiday. List
the holidays on the
board.

As you hear second and


third responses about the
same holiday, put the
students into groups that
share the same holiday.

Ask students to move to


sit with their selected
holiday groups.

Activity 1: English, English teacher: 10 minutes Share words with


ICT Ask them to share their group members.
words with their
partner/group. Add to your list.

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This will provide groups Look up words.


with vocabulary lists
about their selected
holiday.

All teachers:
Walk around to help
groups with their
vocabulary lists. Add to your lists.

ICT Teacher:
If possible, show
students online
dictionary resource for
reference in this activity Open your browser.
or later in the lesson to
check spelling or Go to the website:
meaning of words.

Activity 2: Civics, Civics teacher: 15 minutes Answer questions about


ICT, English Next, ask each group to the holiday.
fill out the chart on
Handout B to describe
the holiday, answering
questions about the
traditions and meaning.

English teacher:
Review useful structures By+ - ing (Gerunds)
for answering the Prepositions in and
questions on Handout B. on
Conjunction because
ICT Teacher:
Show two websites for
additional reading Optional
(optional, for more
advanced students) Websites

Students should
continue to add new
words to their
vocabulary organizer on
Handout A.

Activity 3: Civics, ICT teacher: 15 minutes Open Powerpoint.


ICT, English Demonstrate how to

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create a power point Add slides


presentation and basic
steps for adding slides. Design, color, images

Civics teacher:
Students should use
their answers from
Handout B to create a
short presentation about
their holidays.

English teacher:
Assist with sentences
and vocabulary as
needed.

Activity 4: Civics, Civics, ICT, English 10 minutes Take turns.


ICT, English teachers:
Two holiday groups Present
come together; each
presents their holiday
presentation to the other.
Group members should
take turns presenting.

All teachers move


around to monitor
presentations for
meeting class objectives.

Assessment: Civics, Presentations, and Turn in presentations


ICT, English Handouts A and B,
should be turned in to
the teachers
(electronically or in
printed form).

Presentations will show


civics knowledge,
technology skills, and
English language skills.

All teachers should


observe the group
presentations.
Closure Turn in handouts and Turn in

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presentations.
Survey
If there is time, students
should complete and
turn in short survey in
Handout C.

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SAMPLE LESSON 1 HANDOUT A

Vocabulary

Your
Holiday:

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SAMPLE LESSON 3 HANDOUT B

Holiday Questions

Holiday Questions
Question Answers Useful expressions
Prepositions in/on
When do Georgian
people celebrate this In a month or year
holiday? On a day or date

Gerunds:
How do Georgian
people celebrate this Celebrate by doing/singing/eating
holiday?

Conjunction because:
Why do Georgian
people celebrate this They celebrate because..
holiday?

More reading:

http://www.iexplore.com/articles/travel-guides/middle-east/georgia-caucasus/festivals-and-events
https://mygeotrip.com/holidays-in-georgia/

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SAMPLE LESSON 1 HANDOUT C

Self Assessment

Civics:

Did you learn something new about a Georgian holiday from the presentations?

Yes
No

Did you learn something new about holidays on the internet?

Yes
No

English:

Which did you use correctly?

By + -ing
In/on
Because

How many new words did you learn?

No new words
1-3 words
4-6 words
7+ words

Technology:

How much did you learn about powerpoint:


A lot
A little
Nothing

259
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Module 2 Handout 10

Lesson Plan Example 2

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Students will be able to learn vocabulary words for Christmas in order to read and listen
to a presentation on Christmas in the U.S., and use these words to create a simple power
point presentation on Christmas in Georgia.

Learning needs:

Civics: Students will learn about and describe Christmas in the U.S. and
Christmas in Georgia, with some comparison.

ICT: Students will learn to create a simple power point presentation using text,
graphics, and/or images.

English: Students will learn to use new vocabulary and present tense verbs to
present information about Christmas.

Students will be able to follow instructions for working with a partner,


answering questions, creating and presenting a power point presentation,
and other classroom activities.

Materials:

Vocabulary organizer (Handout A)


Vocabulary matching activity (Handout B)
Sentences for presentation (Handout C)

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Activities:

Civics: Compare a holiday (Christmas) in the U.S. and Georgia. Watch and read a
short presentation on Christmas in the U.S.

ICT: Create and develop a short power point presentation about Christmas in
Georgia.

English: Use new vocabulary about Christmas.

Write sentences in the present tense.

Practice classroom language for each activity.

Assessment: Power point presentation and delivery, and Handouts A, B, C.

Reflection (to be completed AFTER the lesson):

Other important information:

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Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective: Students will be able to learn vocabulary words for Christmas in order to read and
listen to a presentation on Christmas in the U.S., and use these words to create a simple power
point presentation on Christmas in Georgia.

Stage of lesson Activity Time Classroom language


needed
Warm up: Civics teacher: 5 minutes Think of
Civics Ask students to think of
words that describe Describe
Christmas and write
them down using
Handout A.

Activity 1: English, English teacher: 5 minutes


ICT After a few minutes, ask
each student to share at
least one word with the
class. Provide
correction as needed.

ICT teacher (if


possible):
Type the words into a
projected version of
Handout A to create a
class word list.

Students can add the


words to their own lists.

Activity 2: Civics, Civics teacher: 5 minutes Circle the words


ICT, English

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Show short presentation


on Christmas in the U.S.

English teacher:
Students should circle
the words they hear
from their word list.

ICT teacher:
Manage the presentation
(including any added
animations) along with
the civics teacher.

Activity 3: English English teacher: 10 minutes Work with a partner


Ask students to work
with a partner to
compare the words they
circled from the word
list.

Then ask students to


complete the matching
activity in Handout B.

Activity 4: Civics, Civics teacher: 10 minutes


ICT, English Students should choose
3-5 of the words from
Handout B to write
sentences about
Christmas in Georgia
using Handout C.

English teacher:
Check and assist with
sentences and
vocabulary.

ICT Teacher: 15 minutes Open Powerpoint.


Demonstrate how to
create a power point Add slides
presentation and basic
steps for adding slides. Design, color, images

Ask students to use their

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sentences from Handout


C for a short
presentation on
Christmas in Georgia.

If students have time,


they can add colors,
images, and other
additions.

Activity 5: Civics, Civics, ICT, English 10 minutes Take turns


ICT, English teachers:
Two pairs should Show your presentation
present to each other. on Christmas in
Each student should Georgia.
speak.

Assessment: Civics, Presentations, and Turn in presentations


ICT, English Handouts A, B, and C
should be turned in to
the teachers
(electronically or in
printed form).

Presentations will show


civics knowledge,
technology skills, and
English language skills.

All teachers should


observe the group
presentations.

Closure Turn in handouts and Turn in


presentations.

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SAMPLE LESSON 2 HANDOUT A

Christmas

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

SAMPLE LESSON 2 HANDOUT B

Matching:

Bells

Santa

star

holly

presents

candle

Christmas dinner

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Georgetown University School of Continuing Studies English Language Center

SAMPLE LESSON 2 HANDOUT C

1. _________________________________________________________________

_________________________________________________________________

2. _________________________________________________________________

_________________________________________________________________

3. _________________________________________________________________

_________________________________________________________________

4. _________________________________________________________________

_________________________________________________________________

5. _________________________________________________________________

_________________________________________________________________

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Module 2 Handout 11

Presentation 3: Lesson Plan Example 2 Handout C

Slide 1 ___________________________________

___________________________________
Christmas in the U.S.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________
Christmas

___________________________________
Many people in the U.S. celebrate Christmas.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Slide 3 ___________________________________
Christmas
Often, people put bells,
___________________________________
candles,

and holly ___________________________________


in their house for Christmas.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________
Christmas
Many people put up a Christmas tree on
Christmas Eve. ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________
Christmas
Usually, people put lights and ornaments on the
Christmas tree. ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Civic and Technology Education through English Language (CTEL) Program
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Slide 6 ___________________________________
Christmas
Sometimes, people put a star on the top of the
tree. ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 ___________________________________
Christmas
Often, Santa brings presents.
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________
Christmas
Sometimes, Santa puts presents into Christmas
stockings. ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Slide 9 ___________________________________
Christmas
Often, Santa puts presents under the tree too.
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 ___________________________________
Christmas
Usually, on Christmas morning, people open
presents. ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 ___________________________________
Christmas
Usually, people have a special Christmas dinner.
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Module 2 Handout 12

Additional Resources on Holidays

Banville, S. (2008). ESL Holiday Lessons: English Lesson Plans and Handouts. Retrieved from
http://www.eslholidaylessons.com/ This site contains numerous links to holidays throughout the
world, both well-known and obscure.

Calendar of Holidays. Retrieved from http://www.apples4theteacher.com/holidays/ . Activities,


stories, puzzles related to major U.S. holidays for English language learners.

ESL Galaxy. Holidays. Retrieved from http://www.esl-galaxy.com/holiday.html . This site has


numerous resources for children who are learning English.

Holiday Lessons. English Language Civics. Retrieved from http://www.elcivics.com/holiday-


lessons-usa.html . This collection of holiday lessons is organized based on the calendar, with
several holidays listed per month. Each holiday has several activities along with its pictures and
readings. Many also have corresponding power point presentations on
http://www.elcivics.com/esl_powerpoint_lessons.html .

Info Tblisi (2003). Holidays in Tblisi, Georgia. Retrieved from http://www.info-


tbilisi.com/usefulinfos/holidays/ . This site lists public holidays in Georgia in English, useful for
grades 1-12 for a variety of activities that use English to describe holidays.

U.S. Department of State Bureau of Education and Cultural Affairs (ECA). English Teaching
Resources: Celebrate. Retrieved from
https://americanenglish.state.gov/search/solr/holidays?f[0]=bundle%3Aresource . This set of
resources contains list of official holidays and major celebrations with readings and background
information appropriate for intermediate level learners.

Wikipedia (n.d.). Public holidays in Georgia. Retrieved from


http://en.wikipedia.org/wiki/Public_holidays_in_Georgia This site contains a list of holidays in
Georgia, with both English and Georgian names and brief descriptions. This could be useful for
comparison with U.S. holidays or vocabulary related to Georgian holidays in English.

World Travel Guide. Holidays in Georgia. Retrieved from


http://www.worldtravelguide.net/georgia/public-holidays . This site contains a list of holidays in
Georgia, with both English and Georgian names and brief descriptions. This could be useful for
comparison with U.S. holidays or vocabulary related to Georgian holidays in English.

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MATERIALS FROM ENGLISH LANGUAGE CIVICS - EXAMPLES

Holiday Lessons. English Language Civics. Retrieved from http://www.elcivics.com/holiday-


lessons-usa.html .

Slide 1 ___________________________________

___________________________________

___________________________________

___________________________________
New Year's PowerPoint

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________
Calendar
New Year's is a
national holiday. ___________________________________
It is on January 1st.
___________________________________
It is the first day of a
new year.

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 3 ___________________________________
Clock
click to stop
sound New Year's Eve is
the evening before ___________________________________
New Year's.

Everyone tries to ___________________________________


stay awake until
midnight on New
Year's Eve.
___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________
Confetti and Streamers
Confetti and
streamers are
___________________________________
popular on New
Year's.
___________________________________
They are small
pieces of colored
paper.
___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________
Noisemakers
Noisemakers are
special whistles that ___________________________________
people blow at New
Year's parties.
___________________________________
Both adults and
children like
noisemakers
___________________________________

___________________________________

___________________________________

___________________________________

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Slide 6 ___________________________________
Sparklers
Sparklers are
handheld fireworks ___________________________________
that shoot sparks as
they burn.
___________________________________
People light them on
New Year's Eve
when it gets dark.
___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 ___________________________________
Firework Displays
Some cities have
firework displays.
___________________________________
Public firework
displays are often ___________________________________
held in high school
stadiums.

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________
Clock Strikes Midnight
When it is 12:00
A.M., party goers ___________________________________
blow noisemakers
and throw confetti.
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 9 ___________________________________
New Year's Kiss
Happy Couples hug and
New Year! kiss at midnight. ___________________________________
They wish each
other a happy new ___________________________________
year.

___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 ___________________________________

___________________________________
The End
Happy New Year from ___________________________________
www.elcivics.com!

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 1 ___________________________________

___________________________________
Valentines Day

___________________________________
Customs and Symbols

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________
February 14th

Valentines Day is on ___________________________________


February 14th.

Both children and


adults celebrate
___________________________________
Valentines Day.

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 3 ___________________________________
Wall Calendar

These children are ___________________________________


marking Valentines
Day on a calendar.

The calendar is
___________________________________
hanging on a wall.

___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________
Valentines Day Card

This Valentines Day ___________________________________


card is pink

It has two hearts on it.


___________________________________
Someone will sign the
card, put it in the
envelope, and give it
to a special person. ___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________
Chocolate Candy

Red boxes of ___________________________________


chocolate candy are
popular on Valentines
Day.
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 6 ___________________________________
Gift and Card

Someone will be ___________________________________


happy to receive this
Valentines Day gift
and card.
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 ___________________________________
Flowers for Her

The husband is ___________________________________


holding a bouquet of
flowers behind his
back.
___________________________________
He is going to give
them to his wife.
___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________
Cupid

Be carefulif Cupid ___________________________________


strikes you with his
arrow, you will fall in
love with the first
person you see. ___________________________________
Happy Valentines
Day! ___________________________________

___________________________________

___________________________________

___________________________________

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Slide 9 ___________________________________

___________________________________
THE END

___________________________________
www.elcivics.com

___________________________________

___________________________________

___________________________________

___________________________________

http://www.elcivics.com/esl_powerpoint_lessons.html

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Slide 1 ___________________________________

___________________________________
Valentines Day

Gifts for Her ___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________
Flowers
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3 ___________________________________
Candy
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 4 ___________________________________
Cards
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________
Perfume
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6 ___________________________________
Jewelry
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 7 ___________________________________
Purses
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________
Books
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9 ___________________________________
Pictures
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 10 ___________________________________
Teapots
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 ___________________________________

___________________________________
The End
___________________________________
www.elcivics.com

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 1 ___________________________________

___________________________________
Valentines Day
___________________________________
Gifts for Him

___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 ___________________________________
Belts
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 3 ___________________________________
Cologne
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 4 ___________________________________
Shirt and Tie
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 ___________________________________
Gift Certificate
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 6 ___________________________________
Bathrobe
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 7 ___________________________________
Fishing Rod
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 ___________________________________
Concert Tickets
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 9 ___________________________________
Camera
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

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Slide 10 ___________________________________
Wallet
___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 ___________________________________

___________________________________
The End
___________________________________
www.elcivics.com

___________________________________

___________________________________

___________________________________

___________________________________

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MATERIALS FOR ESL GALAXY

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Module 2 Handout 13

Feedback on Micro Teaching and Classroom Observations

1. Which student-centered practices did the teacher show?

Focuses on the student

Considers student needs

Incorporates a communicative approach to language

Classroom is active and noisy

Students have choices about their work

Students set goals

Students evaluate their progress toward objectives

Classroom provides social context for language use

Material is engaging for students

2. How did student-centered practices work well in this lesson?

3.What suggestions do you have for improving this lesson?

4. Post observation collaboration notes:

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MODULE 3: CLASSROOM MANAGEMENT

Time Topics/Activities for Instructor Information


Students
Hour Reflections and Best Ask teachers to share their reflections from their in-
1 Practices from Module 2 class lesson plans with a partner or group from the
same school/city focusing on what went well and
what they would like to change next time.
Ask for volunteers to share with the class
Back in their groups, share best practices.
From those groups, create a whole class list.(Take a
photo of this list)

If you have noted exemplary lessons in your observations,


ask the teacher to share with the whole class, noting the best
practices.
Hour Introduction to Introduction to Classroom Management.
2 Classroom Management
Handout 1 Please see Handout 1 Instructor Version for lecture
Handout 2 notes.
Handout 3 Use presentation to introduce the concepts Handout
1 contains the presentation.

Each idea contains questions for the teachers to


answer: Classroom climate (they may need prodding
in this area to establish a positive climate, i.e., speak
nicely, no yelling, make everyone feel safe, etc.).

Student-centeredness: revisit Module 1 and 2 and


encourage brainstorming to make a class list of best
practices here

Student interaction: ask teachers to think about


previous examples

Cooperative learning: there is an overview, and then a


handout of individual examples of cooperative
learning.

Use Handouts 2 and 3 (Slide 18) for a mini-jigsaw:


have the teachers count off by 8 then get into their
number groups. They will NOT be in their triads.
Pass out Handout 2. They should read and prepare to
present their assigned cooperative learning activity,
reading about it in Handout 2 and making notes in

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Handout 3, ideally with a few ideas of how they could


use that structure in their classrooms. They have 10
minutes to brainstorm with the 2-3 people in their
group.

They should focus on activities in their own content


area that can then be modified in their triads.

Then, in each 1-8 group, Teachers should divide into


A or B; then they move into A or B groups,
which should have 8-13 people in. Each person
presents his/her concept to the group at large, with 3
minutes to do so.

Others in the group should make notes using Handout 3 to


create a summary.

When this is complete, bring the group back together for


discussion and brainstorm some civics and technology
activities that work well in a cooperative learning structure.

Make a class list.


Hour Introduction to Civic Use Powerpoint to provide an overview of the CTEL Civic
3 Education Topic 3: Education topic 3: Diversity and Multiculturalism
Diversity and
Multiculturalism Handout 4 provides a copy of the presentation.
Handout 4
Handout 5 Please see Handout 4 Instructor Version
Handout 6
Handout 7 As a warm up, Slide 2 refers to Handout 5, asking
Handout 8 participants to brainstorm about the meaning of diversity in
their schools. They should discuss within their triads, and
then share for a brief class discussion.

Handouts 6 and 7 provide lesson plans, as presented in the


powerpoint. Answer questions as you proceed through the
lessons.

There are many ways to combine this civics topic with


technology and English objectives. These provide only
examples.

The final column of the lesson plan handout identifies some


classroom language teachers may need for activities. Ask
participants to identify other language they may need to teach
the lesson. Teachers can identify and practice additional

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language.

After each lesson, there are discussion questions that link


back to the civics topic and to the methodology topics
covered so far CBI, student-centered instruction, and
classroom management and cooperative learning. These are a
way to reflect and consolidate the models. Participants can
discuss in their triads.

There are final discussion questions that will help


participants to prepare for the next hour, if time allows.

Handout 8 provides resources in the area of Diversity and


Multiculturalism.

Participants can use these resources or their own ideas for


lesson planning/microteaching or for future reference.
Hour Lesson Planning Handout 8 provides resources in the area of Diversity and
4 Workshop Multiculturalism.
Handout 8
Handout 9 Ask participants to use the Handout 9 lesson plan template to
Handout 10 design a 20-minute lesson to present to their peers.

Be prepared to help groups brainstorm a lesson plan.

Participating teachers should work in their triads to prepare a


plan to present in their own classrooms.

They should plan for a 20 minute microteaching session,


actually teaching using the civics education materials in a
student-centered, communicative lesson.

When they finish they should write their lessons main points
on a sheet of sticky flip chart paper, using a dark marker and
clear printing. This will be used as they present their lessons
to their peers.

At the end of the planning hour, ask for 2 triads to volunteer


for whole class presentation /microteaching. If no one
volunteers, select the groups randomly.

Hour Microteaching The two volunteer triads will have 20 minutes each (with 10
5 Handout 10 minutes for feedback each) to do their microteaching in front
of the class.

The class should use the feedback form (Handout 10) to

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provide structured feedback.

Pair 1: 20 minutes to present, 10 minutes for class feedback.


Pair 2: 20 minutes to present, 10 minutes for class feedback.

Ask for peer feedback (using Handout 10). Explain that you
will use the same form for feedback on your classroom
observations.
Hour Microteaching & Wrap For the second hour of micro teaching, each pair will present
6 up a lesson to another pair, with 20 minutes to present and 10
Handout 10 minutes for feedback using the feedback form.

Those who presented in the first hour can wander to assist


and observe.

Wrap up:
Tell the teachers when you will be coming to visit; ask them
to try a student-centered, CBI lesson plan using new
principles of classroom management, and write a reflection
for their portfolios and for discussion at the next workshop.
Let them know that when you visit, youd like to observe
them and will provide feedback.

Post-departure:
After participants leave, take photos of each posted lesson
overview on chart paper to share with participants.

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Module 3 Handout 1

Presentation 1 Instructor Version Lecture Notes

Slide 1

CTEL MODULE 3:

CLASSROOM MANAGEMENT

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Please tell participants that in the last module, we talked a lot about student-centered instruction
and how learning is student-led, involving a great deal of student participation during instruction
and interaction during activities. In this module well focus more on how to structure the class to
facilitate this type of interaction and ensure positive participation by students.

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Slide 2

CLASSROOM MANAGEMENT

What are your greatest classroom management


challenges?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to think about their current classes, and discuss their greatest challenges. Give
them time to discuss this in their triads and then make a class list. After there is a list, ask
participants to keep these challenges in mind as we review some approaches that are helpful in
keeping students on task.

Slide 3

CLASSROOM MANAGEMENT

The teacher can improve learning through


classroom management in a few ways:

A positive classroom climate


Student-centered teaching
Student interaction during lesson
Cooperative learning / structured group
work.

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There are four main elements of classroom management that this module will focus on:
classroom climate, student-centered teaching, student interaction, and cooperative
learning/structured groups. Well look at each in turn.

Slide 4

Classroom Climate

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to share ideas about the meaning of classroom climate. When theyve shared a
few ideas, if they have not mentioned that it is the relationships among teachers and students,
please highlight this point.

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Slide 5

CLASSROOM CLIMATE

Students can learn more easily when they are


relaxed and personally involved.

What do you consider the most important


aspects of a positive classroom climate?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The relationships are important because students can learn more easily when they are not
anxious. Ask triads to discuss what they think are the most important elements of a positive
climate.

These may include teacher and students respecting each other, speaking politely, allowing others
to share answers and opinions freely, sharing materials, coming to class prepared to participate,
and others. Some teachers allow the students to design class rules, for example, so that there is
buy in from everyone. This leads us to revisit the next principle

Slide 6

Student Centeredness

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Student centeredness can actually improve classroom management. Does this seem like a
contradiction?

Slide 7

STUDENT CENTEREDNESS

What are the key aspects of student-


centeredness?

(See notes from Module 2)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Lets review the key elements of student-centeredness (ask participants to generate a list,
referring to Module 2 if needed).

How do these elements create a positive classroom climate, which contributes to classroom
management?

(Trust, respect for teacher and peers means focusing on work, student choices and autonomy
increase engagement, student production in activities increases engagement and active learning,
so that the teacher can serve to guide rather than direct the class).

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Slide 8

STUDENT CENTEREDNESS

How can you maintain a student-centered


approach?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to meet with their triad and discuss any difficulties theyve had with this
approach and how they will be able to shift to this approach. After a few minutes of discussion,
elicit ideas from each group.

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Slide 9

Student Interaction

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants for their ideas on how student interaction can play a role in classroom
management. Elicit a few ideas.

Slide 10

STUDENT INTERACTION

Interaction with peers will help students to


become personally involved.

Students will engage with civics, technology


using English to do applied work.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

One important way is that student interaction with peers will create an incentive for students to
stay focused on the work, for students to help each other with that work, and to be accountable to
their peers. Another is that students will actually be active in each activity throughout the lesson.

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Slide 11

STUDENT INTERACTION

What types of activities have we seen that


rely on student interaction?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to think about the Example Lesson Plans (and those from microteaching) and to
discuss whether the interaction in the activities improves classroom management by keeping
students focused. Elicit their ideas and experiences based on their use of new strategies in their
classrooms.

Slide 12

Cooperative Learning

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

The next area well examine focuses more closely on structuring activities to further ensure
student participation and staying on task and engaged with the class material: cooperative
learning.

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Slide 13

COOPERATIVE LEARNING

Cooperative Learning provides a model that


includes all of the 3 aspects above.

It is based on 4 main ideas.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Cooperative Learning is based on a positive classroom climate because students rely on each
other for learning. It is student-centered because students lead the activities and produce work
that demonstrates learning. It is interactive because students work in pairs or groups.

There are four key principles that make cooperative learning more structured than general group
work.

Slide 14

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First, in cooperative learning, every student has a role and the group itself is interdependent
because group success relies on each persons contribution. Have we seen any activities that rely
on this kind of model? (Ask participants to see Module 1, Lesson Plan Example 2 Handout 11.
Activity 4 requires students to provide information to peers on their own hero so that the students
in each group have a full summary of the heroes in Handout C). Tell participants they will see
more examples in the next hour.

Slide 15

As in that example, each member of the group HAD to have his information ready to share with
the others or the whole group would have failed in their assignment to complete their tables.

Individual accountability avoids the possibility of a non-participating student.

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Slide 16

Its also important that students have fairly equal turns within the group and that each
contribution is important. Student roles can be different a quiet student can be the notetaker,
but the notes must be needed by the group so that he or she is included.

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Slide 17

By using a cooperative learning model, all students will practice their language (and civics and
technology learning) throughout class, rather than answering only a few questions per class
period).

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Slide 18

COOPERATIVE LEARNING

See Handout 2 and jigsaw activity.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In this activity, participants will practice a cooperative activity.

Use Handouts 2 and 3 (Slide 18) for a mini-jigsaw: have the teachers count off by 8 then
get into their number groups. They will NOT be in their triads. Pass out Handout 2.
They should read and prepare to present their assigned cooperative learning activity,
reading about it in Handout 2 and making notes in Handout 3, ideally with a few ideas of
how they could use that structure in their classrooms. They have 10 minutes to
brainstorm with the 2-3 people in their group.

They should focus on activities in their own content area that can then be modified in
their triads.

Then, in each 1-8 group, Teachers should divide into A or B; then they move into A
or B groups, which should have 8-13 people in. Each person presents his/her concept to
the group at large, with 3 minutes to do so.

Others in the group should make notes using Handout 3 to create a summary.

Slide 19

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When this is complete, bring the group back together for discussion and brainstorm some civics
and technology activities that work well in a cooperative learning structure.

Make a class list.

Slide 20

Ask for final input and note that in the next part of todays module, they will see more examples
of cooperative learning.

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Module 3 Handout 1

Presentation 1

Slide 1 CTEL MODULE 3:


___________________________________
CLASSROOM MANAGEMENT
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 2 CLASSROOM MANAGEMENT ___________________________________


What are your greatest classroom management
challenges?
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


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___________________________________

___________________________________

___________________________________

___________________________________

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Slide 3 CLASSROOM MANAGEMENT ___________________________________


The teacher can improve learning through
classroom management in a few ways:
___________________________________
A positive classroom climate
Student-centered teaching
Student interaction during lesson
Cooperative learning / structured group ___________________________________
work.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 4 ___________________________________

___________________________________
Classroom Climate

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 5 CLASSROOM CLIMATE ___________________________________

Students can learn more easily when they are


relaxed and personally involved. ___________________________________
What do you consider the most important
aspects of a positive classroom climate?
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Slide 6 ___________________________________

___________________________________
Student Centeredness

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 7 STUDENT CENTEREDNESS ___________________________________

What are the key aspects of student-


centeredness? ___________________________________
(See notes from Module 2)

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 8 STUDENT CENTEREDNESS ___________________________________

How can you maintain a student-centered


approach? ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Slide 9 ___________________________________

___________________________________
Student Interaction

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 10 STUDENT INTERACTION ___________________________________

Interaction with peers will help students to


become personally involved. ___________________________________
Students will engage with civics, technology
using English to do applied work.
___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 11 STUDENT INTERACTION ___________________________________

What types of activities have we seen that


rely on student interaction? ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


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Slide 12 ___________________________________

___________________________________
Cooperative Learning

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 13 COOPERATIVE LEARNING ___________________________________

Cooperative Learning provides a model that


includes all of the 3 aspects above. ___________________________________
It is based on 4 main ideas.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 14 FOUR BASIC PRINCIPLES PIES: ___________________________________


#1 POSITIVE INTERDEPENDENCE

Positive interdependence means ___________________________________


that every group member has a
role for the group to succeed.

___________________________________

Civic and Technology Education through English Language (CTEL) Program


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___________________________________

___________________________________

___________________________________

___________________________________

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Slide 15 ___________________________________
# 2 INDIVIDUAL ACCOUNTABILITY

Each member is individually accountable for part


of the group outcome.
___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 16 #3 EQUAL PARTICIPATION


___________________________________
Students take turns, or divide
up the assignment tasks. ___________________________________

Roles can be different based


on learner level or learning ___________________________________
needs.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 17 # 4 SIMULTANEOUS INTERACTION


___________________________________
Instead of one comment in a lesson, each student
interacts with group members.
___________________________________
This way they learn in an active way and practice
English throughout class.

___________________________________

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Georgetown University School of Continuing Studies English Language Center
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___________________________________

___________________________________

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Slide 18 ___________________________________
COOPERATIVE LEARNING

See Handout 2 and jigsaw activity. ___________________________________

___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 19 ___________________________________
COOPERATIVE LEARNING

Whole class discussion: What activities did you come


up with that work well in a cooperative learning
structure?
___________________________________
How well does cooperative learning solve most of
your classroom management challenges? ___________________________________

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

Slide 20 ___________________________________
COOPERATIVE LEARNING

Questions and comments?


___________________________________

___________________________________

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Georgetown University School of Continuing Studies English Language Center
___________________________________

___________________________________

___________________________________

___________________________________

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Module 3 Handout 2

Cooperative Learning Activities

1. Think-pair-share. Give students a question or a problem and have them think quietly of
an answer or solution. Have them discuss their response with a student sitting close by,
and then have them share with the entire class. A time limit of one or two minutes should
be used for the pair exchange. This is a good technique for breaking up a presentation, as
well as an assessment of student understanding.

2. Pairs check. Partners coach each other on a worksheet or text problem and/or check
notes for completeness and accuracy.

3. Three Step Interview. Students form pairs and one-partner interviews the other on a
predetermined topic (What are some of the most significant health issues facing
humankind today?) for two or three minutes; partners switch roles. Then pairs combine
to form groups of four. Each group member introduces his or her partner, sharing the
information from the original interview. This is a great icebreaker activity and also
fosters active listening.

4. Jigsaw. Each member of a "base group" is assigned a minitopic to research. Students


then meet in "expert groups" with others assigned the same minitopic to discuss and
refine their understanding. Base groups reform, and members teach their minitopics to
each other. You can give a brief oral or written quiz to the group, representative, or each
member of the team to assess mastery of the material.

5. Numbered heads together. Each member of a team of four is assigned a number. Pose a
thought question or a problem, and allow a few minutes for discussion with the groups.
Call out a number after randomly selecting a numbered card from a deck. The person
whose number is called stands and represents the group. Call on selected students who
are standing.

6. Roundtable/Circle of Knowledge.. Groups of three or more members brainstorm on an


assigned topic, with each member taking turns to write down one new idea on a single
piece of paper. The process continues until members run out of ideas. When time is up,
the group with the most number of independent ideas presents to the class.

7. Talking Chips. This is a method to ensure equal participation in discussion groups. Each
member receives the same number of chips (or index cards, pencils, pens, etc.). Each
time a member wishes to speak, he or she tosses chip into the center of the table. Once
individuals have used up their chips, they can no longer speak. The discussion proceeds
until all members have exhausted their chips.

8. Send a Problem. Each member of a group writes a question or problem on a flashcard.


The group reaches consensus on the correct answer(s) or solution and writes it on the

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back. Each group then passes its cards to another group, which formulates its own
answers or solutions and checks them against those written on the back by the sending
group. Stacks of cards continue to rotate from group to group until they are returned to
the original senders, who then examine and discuss any alternative answers or solutions
by other groups.

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Module 3 Handout 3

Cooperative Learning Activities Notes

Activities What is it? Possible classroom uses


1. Think-pair-share

2. Pairs check

3. Three Step
Interview

4. Jigsaw

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5. Numbered heads
together

6. Roundtable/
Circle of
Knowledge

7. Talking Chips

8. Send a Problem

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Module 3 Handout 4

Presentation 2 Instructor Version Lecture Notes

Slide 1

CTEL CIVIC EDUCATION TOPIC 3:


DIVERSITY AND MULTICULTURALISM

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Georgetown University School of Continuing Studies English Language Center

This civic education topic is an important one: the diversity of our societies.

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Slide 2

WHAT DOES DIVERSITY MEAN IN YOUR CLASSES?

Work with teaching partners to brainstorm.

Class sharing.

See Handout 5.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Refer participants to Handout 5. Ask participants work with their triads to list as many aspects of
diversity among their students as they can think of. After 5-10 minutes elicit ideas from each
group and make a class list.

Slide 3

DIVERSITY IN U.S. CLASSROOMS


Racial
Ethnic
Linguistic
Economic
Social
Ability
Legal
Family structure

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In U.S. classrooms, there are a variety of differences among students. Take time to explore and
explain any of these that are new in the Georgian context.

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Slide 4

DIVERSITY IN GEORGIAN CLASSROOMS


Which differences do you see in Georgian
classrooms?





Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to note any additional areas of diversity that may parallel those in U.S.
classrooms (they may have exhausted their lists with Handout 5, and if so, move on. If not, they
can discuss areas that they had not previously thought of that appeared on the U.S. list.

Slide 5

DIVERSITY AND MULTICULTURALISM IN CLASSROOMS

The goal of diversity and multicultural


education is to build tolerance among
groups.

Students will develop a spirit of openness


toward experiences of other groups.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants why they think tolerance among groups is an important topic for civics learning.
(Possible answers: civic society depends on cooperation of all groups, good for economy, good
for political participation, good for schools and neighborhoods).

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Slide 6

DIVERSITY AND MULTICULTURALISM IN CLASSROOMS

Topics related to multiculturalism work well


in a cooperative, student-centered
classroom and can be useful for a variety of
CBI skills development.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

How does this topic work well with cooperative learning? (Possible answers: in cooperative
groups, participants can discuss difference from different perspectives; there are also many
opportunities to compare and contrast and present to peers within this topic).

Slide 7

DIVERSITY AND MULTICULTURALISM IN CLASSROOMS

Also, because students are learning about


other cultures, it is appropriate to engage
with topics relevant to diversity.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

When studying other countries and cultures, it is an opportunity to discuss diversity here in
Georgia.

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Slide 8

DIVERSITY AND MULTICULTURALISM IN CLASSROOMS

For younger students, learning about other


cultures might be a good start for this area.

An initial focus could be English speaking


countries.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Exploring topics of race, class, religion and economics requires complex thinking and language
skills and some maturity. For younger students it might be most appropriate to start by learning
about other countries and basic aspects of culture. English speaking countries could be a good
start because there is a lot of material written at a basic level in English for elementary students
in English speaking countries.

Slide 9

DIVERSITY AND MULTICULTURALISM IN CLASSROOMS

For older students, discussing differences in


Georgia will be possible with more vocabulary.

An initial focus could be language or cultural


diversity.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Because some topics are sensitive, developing this topic requires moving from less to more
sensitive areas. Language diversity within Georgia might be an easier way to start.

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Georgetown University School of Continuing Studies English Language Center

Now were going to see some examples of lesson plans focusing on this topic, and using
cooperative learning methods.

Slide 10

EXAMPLE LESSON PLAN 1

CIVIC EDUCATION THROUGH ENGLISH LANGUAGE (CETEL)


CENTER FOR LANGUAGE EDUCATION AND DEVELOPMENT,
GEORGETOWN UNIVERSITY

The first lesson plan eases into the area of diversity and multiculturalism by exploring
stereotypes about Americans. Example Lesson Plan 1 is found in Handout 6.

Slide 11

EXAMPLE LESSON PLAN 1

Objective:

Students will be able to navigate a website to


develop and take notes on aspects of
multiculturalism and diversity using the example
of the U.S.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Ask participants if they can see the CBI and student-centered approaches in this objective; note
that classroom management approaches and cooperative learning will show up in the lesson
activities themselves.

Slide 12

EXAMPLE LESSON PLAN 1

Learning needs:

Civics:
Students will learn about facts versus
stereotypes regarding culture.
ICT:
Students will learn to navigate websites to
find specific information.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants if these learning needs support the objective. Are these areas that the students
will interested in learning about?

Slide 13

EXAMPLE LESSON PLAN 1


Learning needs:
English:
Students will learn and use new vocabulary related
to diversity and multiculturalism.

Students will be able to follow instructions for


working with a partner, sharing ideas, answering
questions, scanning a reading, navigating a website,
and other classroom activities.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Ask teachers whether these learning needs line up with the overall objective. Remind teachers
that it is important to monitor classroom language because there may be additional learning
needs in this area. The English teacher may need to provide ongoing assistance with classroom
language.

Slide 14

EXAMPLE LESSON PLAN 1

Materials:

True/false quiz (Handout A)


Worksheet for internet research (Handout B)
Web resources (if needed) (Handout B-1)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These example materials are included with the lesson plan handout and provide students support
for their learning in each activity.

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Georgetown University School of Continuing Studies English Language Center

Slide 15

EXAMPLE LESSON PLAN 1

Activities:
Civics:
Students will take a short quiz on stereotypes
regarding Americans and do basic research to
find out correct information.
ICT:
Students will navigate a website to find key
facts on a topic related to multiculturalism.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These civics activities are combined with technology to meet their learning needs Ask if the
activities will engage students and why.

Slide 16

EXAMPLE LESSON PLAN 1

Activities:
English:
Students will practice summarizing
information for short presentations, and use
new vocabulary.
Students will follow instructions for using
internet resources and working with a group.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

These English language activities are set up to support civics activities and the use of technology
for civics and English learning. Remind participants that their students will need ongoing English
support throughout the lesson to develop classroom language to complete the activities.

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Slide 17

EXAMPLE LESSON PLAN 1

Assessment:

Students will present their internet research


to classmates on an area related to diversity
multiculturalism using the example of the
U.S.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This assessment will reflect civics content with technology as a means of demonstrating learning
in English. Tell participants that they will see how the assessment will give them information
about whether students have met the objective as they examine the sequence of activities.

Slide 18

EXAMPLE LESSON PLAN 1


Warm up
Civics teacher:
Ask students to list 5 things they know about people in the U.S.

English teacher:
Make a list of any key vocabulary students use related to
language, ethnicity, religion, food, or holidays.

ICT Teacher:
If possible, make a list of the words in a document that can be
projected.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants how the English teacher can help if students are having difficulties with the
warm up task. (She can give a few examples to the class as a whole, then walk around and help
students as they activate some vocabulary). As they come up with words, she should make a
class list. The civics and ICT teachers can help with this task.

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Slide 19

EXAMPLE LESSON PLAN 1


Activity 1:

Civics teacher:

Ask students to take the true/false quiz in


Handout A and compare notes with a partner.

Do not review answers.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In this activity, students will be building on the language from the warm up. Vocabulary is
relatively simple so the emphasis is on civics and thinking about the world. Remind teachers to
think about other classroom language that students may need.

Slide 20

EXAMPLE LESSON PLAN 1


Activity 2:
ICT teacher:
Using projector, show students how to do an
internet search.

English teacher:
Show them how to scan the site to find key
facts (reading quickly and looking for words).

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This activity has several steps. The first two are instructive. The ICT teacher will do a basic
demonstration of internet searches and/or just clicking a link or typing in a URL using one of the
websites on Handout B-1.

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Once the website is visible, the English teacher will demonstrate scanning for information.
Students will be using the sites to find information verifying their answers in Handout A.

Remind teachers to think about other classroom language that students may need.

Slide 21

EXAMPLE LESSON PLAN 1


Activity 2:
Civics teacher:
Ask students to select one of the five topics on Handout B.
(or have them count off by 5 to assign them one of the
topics).
Each student will research only one fact.
ICT teacher:
Tell students they will do a web search to find out whether
the question in the quiz is true or false.
Ask students to write down their website and a few notes.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Next, students will practice the search and internet reading skills to search for information
related to one of the five questions in the quiz. Students should choose a number, 1-5 (based on
their interest), and then work with a group who selected the same number.

The quiz questions are repeated in Handout B, with space for notes and any new vocabulary. In
their groups, one student should search, one should take notes, and one should write vocabulary,
and then ensure that they all have written all the information.

Students are responding to only one question/fact.

Remind teachers to think about other classroom language that students may need.

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Slide 22

EXAMPLE LESSON PLAN 1


Activity 2:
English teacher:
If they find unknown words, they should write them down
also and guess at the meaning.

Civics, ICT, English teachers:


Move around to help students.

ICT teacher:
If students have difficulty, provide the websites in Handout
B-1.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This is a complex task, involving all three subject area skills using technology for reading and
writing, and then organizing the information. All teachers should walk around to assist groups
and individual students in their roles.

Remind teachers to think about other classroom language that students may need. The English
teacher may need to provide additional support.

Slide 23

EXAMPLE LESSON PLAN 1


Activity 3:

Civics, English, ICT teachers:


After students have taken notes in their topic, form new
groups with each topic represented (jigsaw).

Each student should explain why his question is true or


false and provide any additional facts he found out. They
can also share new words.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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After students have completed Handout B, numbered groups should be divided into new groups,
each with a student who has covered 1,2,3,4, and 5. The English teacher may need to assist with
classroom language.

Slide 24

EXAMPLE LESSON PLAN 1


Activity 3:

Civics, English, ICT teachers:

Each student should take only 2 minutes.

The other students in the group should correct their


quizzes and take notes using Handout B.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

In each group, each student should explain his or her answer to the others, who will fill in the
answer in their worksheets. One of the teachers should keep time so that each of the 5 has 2
minutes to share his learning. Otherwise, some students might not have time to share the results
of their research. By the end of the 10 minutes in their groups, students should have completely
filled in Handout B.

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Slide 25

EXAMPLE LESSON PLAN 1

Assessment:

Handout B will show you whether students learned


about diversity, were able to use vocabulary, and
successfully completed basic internet research. It will
also show whether students were able to guess
meaning from context.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Handout B will provide information on civics learning, were able to conduct internet searches
and reading, and cooperate in a group. Ask participants for more specifics on how the handout
will provide important feedback. To what extent does the assessment incorporate cooperative
learning? How is this type of assessment student-centered?

Spend time on discussing this.

Slide 26

EXAMPLE LESSON PLAN 1

Closure:

Collect Handout B.

If time allows, ask students to write down the most


interesting fact they learned and turn it in as an exit
slip.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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Civic and Technology Education through English Language (CTEL) Program
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Having students summarize their learning and write something quickly to turn into the teacher
can provide interesting additional feedback for the teacher and a nice wrap up for a lesson. Elicit
participant reactions to this idea, if any.

Slide 27

EXAMPLE LESSON PLAN 1 - DISCUSSION


How well does the lesson address CBI?

How is it student-centered?

How does it address cooperative learning?

How well will they learn about diversity and


multiculturalism?

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants to discuss these questions with their triads, and after 10-15 minutes, ask groups
to share their responses. If responses become redundant, move to the next questions. If they
segue to adaptations related to their own teaching, that is worthy of discussion, but save time
enough time to examine the second example lesson plan.

Slide 28

EXAMPLE LESSON PLAN 2

CIVIC EDUCATION THROUGH ENGLISH LANGUAGE (CETEL)


CENTER FOR LANGUAGE EDUCATION AND DEVELOPMENT,
GEORGETOWN UNIVERSITY

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Georgetown University School of Continuing Studies English Language Center

Example Lesson Plan 2 is presented in Handout 7. This will provide another example of a CBI
lesson on Diversity and Multiculturalism using cooperative learning and student-centered
approaches.

Slide 29

EXAMPLE LESSON PLAN 2

Objective:

Students will use the internet to learn about


another country and tell classmates what they
learned.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask participants if they can see the CBI and student-centered approaches in this objective.
Remind them that classroom management approaches and cooperative learning will show up in
the lesson activities themselves.

Slide 30

EXAMPLE LESSON PLAN 2


Learning needs:

Civics:
Students will learn about another country and
culture.

ICT:
Students will learn to navigate websites to find
specific information.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center

Ask participants if these learning needs support the objective. Are these areas that the students
will interested in learning about?

Slide 31

EXAMPLE LESSON PLAN 2


Learning needs:

English:
Students will learn and use new vocabulary related to other
cultures.
Students will learn to scan an online presentation for key
information to answer questions.
Students will follow instructions for using internet resources
and working with a group.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

Ask teachers whether these learning needs line up with the overall objective. Remind teachers
that it is important to monitor classroom language because there may be additional learning
needs in this area. The English teacher may need to provide ongoing assistance with classroom
language.

Slide 32

EXAMPLE LESSON PLAN 2

Materials:

Warm up on other countries and peoples (Handout A)


Worksheet for internet research (Handout B)
Venn Diagram for comparisons (Handout C)

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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These example materials are included with the lesson plan handout and provide students support
for their learning in each activity.

Slide 33

EXAMPLE LESSON PLAN 2


Activities:
Civics:
Students will investigate the culture of a new country. If
possible, they will compare among three cultures.

ICT:
Students will navigate a website to find key facts related to
another culture.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This list of activities is set up to meet students learning needs and provide steps toward
achieving the objective. They may be too basic or too advanced for participants own students.
Ask if the activities will engage students and why.

Slide 34

EXAMPLE LESSON PLAN 2


Activities:

English:

Students will use new vocabulary and will answer questions


based on online reading, sharing answers with classmates.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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These English language activities are set up to support civics activities and the use of technology
for civics and English learning. Remind participants that their students will need ongoing English
support throughout the lesson to develop classroom language to complete the activities.

Slide 35

EXAMPLE LESSON PLAN 2


Assessment:

Students will present their internet research to


classmates on an area related to the culture of another
country.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

This assessment will reflect civics content with technology as a means of demonstrating learning
in English. Tell participants that they will see how the assessment will give them information
about whether students have met the objective as they examine the sequence of activities.

Slide 36

EXAMPLE LESSON PLAN 2


Warm up:

Civics teacher:
Ask students show students a blank map of China and ask if
they can name the country. (Handout A)

English teacher:
Ask students to write one thing they know about people in
China using the sentence starter in Handout A.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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After the civics teacher elicits some guesses, the students may need help activating vocabulary.
She and the other teachers should walk around to provide assistance. Refer teachers to the
Lesson Plans Handout A.

Slide 37

EXAMPLE LESSON PLAN 2


Warm up:

ICT teacher:
If possible, ask for a few volunteers to type their
sentences into a projected document with the map.

Civics teacher:
Repeat with Mali and Australia.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

If students are shy about typing, ask for a student volunteer to do the typing while another
student dictates to him.

Slide 38

EXAMPLE LESSON PLAN 2


Activity 1:

English teacher:

Use Handout B to go over vocabulary. Tell students


to add new words during their research.

Civic and Technology Education through English Language (CTEL) Program


Georgetown University School of Continuing Studies English Language Center

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Refer teachers to the Lesson Plans Handout B. This is a very short list of vocabulary, set up so
that students add words as needed.

Slide 39

EXAMPLE LESSON PLAN 2


Activity 2:

Civics teacher:

Ask students to choose one of the three countries for a


research project.

Form groups of 2 or 3 based on choices.

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Students have a choice here so that they can pursue their interests. Based on choices, teachers
should form small groups, even if more groups are focused on a particular country.

Slide 40

EXAMPLE LESSON PLAN 2


Activity 2:

ICT teacher:

Provide Handout C, electronically or on paper.

Ask students to use their websites to answer the questions


(and take notes of other interesting facts).

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Handout C has a list of websites so that students can answer questions about their chosen
country.

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Slide 41

EXAMPLE LESSON PLAN 2


Activity 2:

English teacher:

Ask students to scan to search for key words, those in the


questions.
Remind students that they have vocabulary in Handout B, and
can add to the list as needed.

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Using one of the sites as a model, the teacher should demonstrate (or ask a student to
demonstrate) how to scan for specific information, using key words in the questions. With three
students in a group, one can identify the key word in a question, one can manage the technology
as they scan for related words, and one can take notes on the handout as the information is
discovered.

Slide 42

EXAMPLE LESSON PLAN 2


Activity 2:

Civics, ICT, English teachers:

Move around to help students with their task.

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Students may need assistance with the technology, the civics material, or language, so teachers
should be available and moving around the room to monitor and assist groups.

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Slide 43

EXAMPLE LESSON PLAN 2


Activity 3:

Civics teacher:
After students have answered questions and finished their
research, put them in groups of 3, with each country
represented.
Students should share the answers to their research questions
with the others.
If there is time, they can also share part or all of the powerpoint
they used for research.

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As in the previous lesson, the second step will be for each country group to divide into new
groups where each country is represented. Teachers should provide a fixed amount of time for
each country and ensure that they call out when it is time to move from China to Mali to
Australia.

Slide 44

EXAMPLE LESSON PLAN 2


Activity 3:

Civics, ICT, English teachers:

All teachers move around to help students with their


task.

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Teachers should again circulate to monitor and assist in student work, including classroom
language.

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Slide 45

EXAMPLE LESSON PLAN 2


Activity 4:

Civics, ICT, English teachers:

After reviewing their notes, students should, in the


same groups, list similarities among the customs of
people in their countries, using Handout D.

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As a final step, to review, consolidate, and extend their learning about the countries and
societies, students should complete Handout D in the lesson plan packet, to find areas of
similarity and difference among the countries. This will involve a lot of discussion of ideas, and
is designed so that students will learn that even very different countries share some similarities.

Ask teachers for feedback on this activity.

Slide 46

EXAMPLE LESSON PLAN 2


Assessment:
Collect Handouts C and D.

Handout C will show you whether students learned about


different cultures, were able to use vocabulary skim for
information, and successfully completed basic internet research.
It will also show whether students were able to guess meaning
from context.

Handout D will show any evidence of cultural comparison.

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Ask participants for more specifics on how the handouts will provide important feedback

To what extent does the assessment incorporate cooperative learning? How is this type of
assessment student-centered?

Slide 47

EXAMPLE LESSON PLAN 2

Closure:

If time allows, ask students to write down the most


interesting fact they learned and turn it in as an exit
slip.

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Ask participants if any of them have seen or used this technique. If so, what were the results? If
not, what could be the benefits? (Possible answer: This could consolidate learning and provide
the teacher with important additional information about student learning).

Slide 48

EXAMPLE LESSON PLAN 2 - DISCUSSION


How well does the lesson address CBI?

How is it student-centered?

How does it address cooperative learning?

How well will they learn about diversity and multiculturalism?

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Ask participants to discuss these questions with their triads, and after 10-15 minutes, ask groups
to share their responses. If responses become redundant, move to the next questions. If they
segue to adaptations related to their own teaching, thats an interesting topic to explore also.

Slide 49

DISCUSSION

Think about which aspects of culture would


most engage your students.

Discuss with your triad some ways you could


incorporate this topic into your classes.

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Ask participants to discuss this question; after some time in their triads, as for groups to share
their ideas with the class.

Slide 50

CONCLUSION

Handout 8 contains additional resources


that you can use for planning your lessons.

Questions and comments?

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Tell participants that they can use these additional resources in their lesson planning, along with
the Example Lesson Plans just reviewed, but that are many, many other approaches to diversity
and multiculturalism.

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Module 3 Handout 5

Diversity

Diversity and
multiculturalism

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Module 3 Handout 7

Lesson Plan Example 2

Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective:

Students will use the internet to learn about another country and tell classmates what they
learned.

Learning needs:

Civics: Students will learn about another country and culture.

ICT: Students will learn to navigate websites to find specific information.

English: Students will learn and use new vocabulary related to other cultures.

Students will learn to scan an online presentation for key information to


answer questions.

Students will follow instructions for using internet resources and working
with a group.

Materials:

Warm up on other countries and peoples (Handout A)


Worksheet for internet research (Handout B)
Venn Diagram for comparisons (Handout C)

Activities:

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Civics: Students will investigate the culture of a new country. If possible, they
will compare among three cultures.

ICT: Students will navigate a website to find key facts related to another
culture.

English: Students will use new vocabulary and will answer questions based on
online reading, sharing answers with classmates.

Assessment: Students will present their internet research to classmates on an area


related to the culture of another country.

Reflection (to be completed AFTER the lesson):

Other important information:

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Teachers:

Civics: ___________________________________

ICT: ___________________________________

English: ___________________________________

Workshop Instructor: ___________________________________

CTEL Lesson Number:

Objective: Students will use the internet to learn about another country and tell classmates
what they learned.
Stage of lesson Activity Time Classroom language
needed
Warm up: Civics teacher: 10 minutes Map
Civics, ICT, English Ask students show
students a blank map of Guess
China and ask if they
can name the country. Facts
(Handout A)

English teacher:
Ask students to write
one thing they know
about people in China
using the sentence
starter in Handout A.

ICT teacher:
If possible, ask for a few
volunteers to type their
sentences into a
projected document with
the map.

Civics teacher:
Repeat with Mali and
Australia.

Activity 1: English English teacher: 10 minutes Vocabulary


Use Handout B to go
over vocabulary. Tell Definitions
students to add new

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words during their


research.

Activity 2: Civics, Civics teacher: 15 minutes Research


ICT, English Ask students to choose
one of the three Find the answers
countries for a research
project. Presentation

Form groups of 2 or 3 Website


based on choices.

ICT teacher:
Provide Handout C,
electronically or on
paper.

Ask students to use their


websites to answer the
questions (and take
notes of other interesting
facts).

English teacher:
Ask students to scan to
search for key words,
those in the questions.

Remind students that


they have vocabulary in
Handout B, and can add
to the list as needed.

Civics, ICT, English


teachers:

Move around to help


students with their task.

Activity 3: Civics, Civics teacher: 15 minutes. Form new groups.


ICT, English After students have
answered questions and Share your answers.
finished their research,
put them in groups of 3, If there is time
with each country

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represented.

Students should share


the answers to their
research questions with
the others.

If there is time, they can


also share part or all of
the powerpoint they
used for research.

Civics, ICT, English


teachers:
All teachers move
around to help students
with their task.

Activity 4: Civics, Civics, ICT, English 10 minutes Report to your


ICT, English teachers: classmates.
After reviewing their
notes, students should,
in the same groups, list
similarities among the
customs of people in
their countries, using
Handout D.

Assessment Collect Handouts C and


D.

Handout C will show


you whether students
learned about different
cultures, were able to
use vocabulary skim for
information, and
successfully completed
basic internet research.
It will also show
whether students were
able to guess meaning
from context.

Handout D will show


any evidence of cultural

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comparison.

Closure If time allows, ask Exit slip


students to write down
the most interesting fact
they learned and turn it
in as an exit slip.

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Example Lesson 2

Handout A

Country 1: __________________

People in _________________ _________________________________.

-------------------------------------------------------------------------------------------------------------------

Country 2: __________________

People in _________________ _________________________________.

-------------------------------------------------------------------------------------------------------------------

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Country 3: __________________

People in _________________ _________________________________.

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Example Lesson 2

Handout B

Word Definition

Religion

Ethnicity or ethnic group

Symbol

economy

custom

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Example Lesson 2

Handout C

Use this website to answer questions about China.


https://www.slideshare.net/kevinmccourt/chinas-culture

1. How many dialects of Chinese language are there in China?


________________________________________________________________________

2. How many ethnic groups live in China?

________________________________________________________________________

3. List 3 differences between people in the north and the south of China.
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. What are the three main religions in China?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. What foods do people in China eat?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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MALI

Use this website to answer questions about Mali.


https://www.slideshare.net/Apropo/republic-of-mali-45503739

1. What foods do people in Mali eat?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. What sports do people in Mali watch?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What is a religious custom in Mali?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. What kind of economy does Mali have?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. What kind of clothes do people in Mali wear?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

6. What else did you learn about people in Mali?

________________________________________________________________________

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________________________________________________________________________

________________________________________________________________________

Use this website to answer questions about Australia.

https://www.slideshare.net/parramiss/australia-presentation-11593615

1. Who came from Europe to Australia?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. Who were the first people in Australia?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. What kind of sports do people in Australia play?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. What do children have to learn in school in Australia? Why?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. What are some symbols of Australia?


________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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6. What else did you learn about people in Australia?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Example Lesson Plan 2

Handout D

China

Australia Mali

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Module 3 Handout 8

Additional Resources on Diversity and Multiculturalism

Duffy, C. Cornerstones of Peace: Valuing Diversity and Practicing Tolerance. Chapter 7 in


Language and Civil Society E Journal: Peace Education. Washington DC: U.S. Department of
State, Bureau of Education and Cultural Affairs. Retrieved from
https://americanenglish.state.gov/files/ae/resource_files/peace-education-ch7.pdf . This site
contains numerous exercises exploring gender, age, and ethnic stereotypes, with several
suggested activities for classroom teachers. The ideas will need to be adapted for elementary
students but basic forms of the exercises could be useful.

Different Colors of Beauty. Teaching Tolerance: A project of the Southern Poverty Law Center.
Classroom Activities. Retrieved from https://www.tolerance.org/classroom-resources/tolerance-
lessons/different-colors-of-beauty . This unit contains a number of lessons which aim at
instilling in students a sense of their own ethnic identity and respect and appreciation for other
groups. Language must be kept simple so that students stick to English.

Diversity Council.org. Diversity activities for elementary school. Retrieved from


https://www.diversitycouncil.org/diversity-lesson-plans-elementary . This site contains lessons
for students from grade 1-12, grouped around themes addressing simple differences.

ESL Flow. Cultural Lessons. Retrieved from


http://www.eslflow.com/interculturalcommunication.html. This site contains numerous lessons
for learners of all ages related to culture and differences.

PBS Parents. Arthurs Communication Adventure. Retrieved from


http://www.pbs.org/parents/arthur/lesson/communication/index.html . This site contains lessons
for helping students with hearing and sight understand the experience of those who are blind and
hearing impaired.

ReadWriteThink.org. Critical Literacy in the 21st Century. Retrieved from


http://thinkcritically.weebly.com/cultural-connections--writing-for-change.html . These
activities focus on developing perspectives on appreciating student differences.

Stoller, F. (n.d.). Building a Civil Society: Breaking Down Stereotypes. Chapter 10 in Language
and Civil Society: Civic Education. Washington DC: U.S. Department of State, Bureau of
Education and Cultural Affairs. Retrieved from
https://americanenglish.state.gov/resources/language-and-civil-society-e-journal-civic-
education#child-600 .This site explores prejudice and stereotypes across a variety of groups, as
well as issues surrounding discrimination.

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Understanding Other Religious Beliefs. http://www.tolerance.org/activity/understanding-other-


religious-beliefs . Teaching Tolerance: A project of the Southern Poverty Law Center.
Classroom Activities. This unit examines religious freedom and the notion of respect for
religions other than ones own.

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Resources from Preschool Rainbow

Preschool Multicultural Activities


Passports
Promote multicultural awareness and self esteem with this early childhood education
activity by Matina.

Materials: Paper and a camera.

Description: We made passports by stapling white paper to construction paper.


Then from January until May we studied a different country. We studied Russia,
Africa, Ireland, Israel, China, Antarctica, Australia, Mexico, Japan, France, Hawaii,
and Saudi Arabia. Then for each country the youngsters wore a hat or a prop from
that country (ex: France, beret). We took pictures of each child wearing his or her
hat or prop. Then I glued the pictures into each child's individual passport and gave
it to them along with a world traveler certificate at the end of the year. They had
lots of fun "dressing up!"

World Passport
Teach pre-k and kindergarten children the concept of "Around the World" with
this early childhood project by Gina. You may want to take more that one week to
accomplish this project.

Materials: Blank booklet and a stamp for each country.

Description: Teachers decide which countries you want your class to visit. We did
Russia, China, Mexico, Egypt and United Kingdom. We took a sheet of paper for
each country and researched facts through books, the internet and guest
speakers. We wrote down important facts and when we were done, I had made
"stamps" from each country (Ex: Egypt = Pyramid) and the children glued them at
the bottom of their sheet.

Once the week was up we went through our passport and planned a 'Round the
world party where each child dressed like the people from one of thecountries we
visited and we made native foods and played native games.

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Bulletin Board: Native American Symbols


Create a bulletin board with this multicultural activity for preschool and
kindergarten children by Nikki.

Materials: Large piece of brown butcher paper, paint, paint rollers, precut symbols
(canoe, teepee, turtle, deer etc.).

Description: The teacher will precut a bear or deer shape from the brown butcher
paper. The children place precut symbols (cut from tag board) onto the brown
butcher paper. The children will roll their rollers into the paint and then they will
roll over the symbol. Next, they lift the symbol and look at the designs they have
created.

Multicultural: The "Talking Stone"


A preschool education circle time activity.

Often during circle time many preschoolers want to talk at once. One way to help
children learn how to take turns is to use a visual clue. Teachers might try using a
"talking stick" or "talking stone". This is a tradition with some Native Americans.
Hold your 'stick' or 'stone' while you speak and then pass it on when it's time for
another person to talk.

You can use a colorful rock or decorate your stick in a special way. This technique
helps young children learn to respect the speaker and to wait and listen. Continue
with this idea and soon the children will be reminding each other.

Japanese: Hinamatursi Day!


Trina S. offers this early childhood lesson plan saying, "Teach children that being
different is okay. We're not all of the same ethnic background, and people
celebrate holidays in different ways."

Materials: Dolls, pretend tea set and newspaper print paper (end of the paper
rolls).

Description: We celebrated Hinamatursi Day "The day of the Dolls" which is


celebrated in Japan to commemorate ancestors.

1. Told everyone in advance to bring a doll for Hinamatsuri Day.


The day of the Dolls. We explained what Hinamatsuri Day was

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to the children. Then, each child took turns telling about their doll
and why it was special to them (some brought stuffed animals).

2. Later on we made paper kimonos out of newspaper print paper


(end of the paper rolls). A lot of newspapers give these away
for free or for a very small amount and they have lots of paper
left on them. Each child decorated their own paper kimono and then
a belt was fastened out of string.

3. After lunch we had a tea party, Japanese style, with everyone seated on the
floor. We read a short book about life in Japan so that children could see how
Japanese people sit around their table on the floor.

Comments: Kids really enjoyed this day! Kids didn't want to take off their kimonos.
Great way to learn about another culture without it being boring.

Take a look at Preschool Picture Books Listed by Themes for a suggested list of
multicultural books.

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Resources from Tolerance.org

Understanding Other Religious Beliefs

In this lesson, students will learn about other religions as a starting point to promote religious
tolerance.

Framework
Understanding religious beliefs other than ones own is a key element of tolerance, since faith
traditions often define a significant part of a persons identity. In the United States, the spectrum
of religious diversity is a part of our culture as a whole, and religions can sometimes be at the
center of political debate. This can happen when certain laws impact the way a person practices
his or her religion. For example, Jehovahs Witnesses are not permitted to recite the Pledge of
Allegiance as it violates elements of their belief system. Another example of religion clashing
with politics is at the forefront of debate right now.

Great controversy has swirled around the planned construction of Park 51s Islamic Cultural
Center in lower Manhattan. Resistance to building mosques in communities is not new. Many
communities around the United States, such as in Sheboygan, Wisconsin or in Murfreesboro,
Tennessee, have tried to prevent or forestall the building of mosques in their towns. These
incidents have sparked much conversation about the ideas of religious freedom and tolerance. To
introduce this topic to younger students, an exploration of religions and of religious freedom can
help.

Glossary

Religious freedom [rel-ih-jus fr-dm]


(noun) the right to practice any religion you choose, or to live without any religion at all

ELEMENTARY GRADES (3-5)

Objectives

Activities will help students:

define and understand religious freedom


learn to communicate about religion with sensitivity

Essential Questions

What is religious freedom?


Why should you show respect for other peoples religious beliefs?

Materials

Notebooks

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Chart or poster paper


Markers and crayons
Handout: Speaking With Respect

Activities

1) In your notebook, list the names of as many different religions or faith traditions you know
about. Share your lists with the class. (Note: As students recite their lists, create a master list on
chart paper. If students struggle with this activity, you may want to add the following to the list:
Christianity, Islam, Judaism, Taoism, Buddhism, Hinduism, atheism, Bahai Faith, Sikhism,
Jainism, Shinto, Confucianism, Wicca, etc.)

2) In America, religious freedom is protected by the First Amendment of the U.S. Constitution.
Religious freedom can be defined as the right to practice any religion you choose, or to live
without any religion at all, without the government getting involved. Put this definition into
your own words and tell it to a partner. (Note: You may wish to define government getting
involved as the law telling you what you can and cant do in the way you practice your
religion.)

3) (Note: Assign each student one religion from the list above to research. You can have students
complete their research online using a site such as National Geographic for Kids. Alternatively
you can work with your school librarian to pull selected books on each religion for students to
check out.) Your teacher will assign you one religion to research. Create a poster to present
information about that religion. On your poster you may want to include information about some
of the following:

Major beliefs
Sacred texts
Festivities and ceremonies
Clothing

4) Present your poster to the class. After each student presents, the rest of the class should
respond using the handout Speaking With Respect.

5) Hang up your posters around the room so that everyone can learn more about different
religious beliefs.

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http://www.tolerance.org/sites/default/files/general/speaking_with_respect.pdf

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Resources from U.S. Department of State

The Civic Education section of the Forum (vol. 37, nos. 1-4) focuses on issues that help to define or promote
a civil society. The four main issues are considered keys in building and maintaining a civil society: diversity,
tolerance, respect, and consensus. We hope to provide readers with content-rich material and interesting
exercises for the EFL class that will help students not only to improve their English but also better
understand their place in the world's society.

The Keys to a Civil Society


by Damon Anderson

Diversity - Tolerance - Respect - Consensus

Diversity
As we have read about or experienced in our own lives, the advances in technology and transportation are
creating a more mobile and global community. The global economy is building a new network of relationships
between peoples and countries. People from all walks of life and all cultures are connecting with each other
on a daily basis. For example, 148 million people worldwide are communicating across borders via the
Internet (NUA Internet Survey). With the changes in populations due to the effects of climate, disease, and
violent conflicts, as well as the changes in life expectancy, traditional institutions and the world's labor force
are evolving. In many industrialized countries the workforce is aging. In the United States, for example, by
the year 2006 the largest increases in the workforce will be in the age bracket from 45 to 64 (November 1997
Monthly Labor Review). Such barriers as those between the young and the old, male and female, and
prejudices against individual groups such as the physically impaired are increasing being challenged.

Because of these changes and the growing globalization, diversity is an issue that pervades every society. It
is something that has impact on every person and so it is an issue that needs to be addressed. The most
common subjects related to diversity center around race, color, gender, religion, and economic status. Many
other related subjects are also often considered such as education, language, physical abilities, age, and
culture. Diversity even relates to more specific subjects such as personal preferences.

The definition of diversity in many dictionaries emphasizes differences in the state or condition of something
(a species, group, organization, etc.). These dictionaries, however, also state the element of variety in their
second or third definition. Until recently, the focus has been primarily on the differences part of the definition.

Throughout history, peoples and societies generally tended toward a more homogeneous approach in their
development and were often afraid of or prejudiced against differences. Standards and norms were
established according to the beliefs of the dominant group(s) or culture(s). National identities used to be
developed on the principle of sameness-sameness of ethnic origin, sameness of language, sameness of
religion, and so on. Laws were created to exclude or even punish certain differences. Groups and societies

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saw anyone (or group) that was different as being automatically suspect and often inferior. Civil wars and
world wars have been fought over issues relating to diversity.

With the quickly expanding concept and realization of more interrelated communities, nations and societies
have begun to focus more on the variety that diversity brings. It is becoming more evident that differences
can add value and quality. For example, Western medicine is beginning to accept such Eastern alternatives
as acupuncture. The world science community is extremely appreciative of the contributions of British
physicist Stephen W. Hawking, whose intelligence and personality eclipse his physical disabilities. And
breaking the age discrimination barrier, U.S. astronaut and Senator John Glenn made his second voyage
into space at the age of 77 in order to conduct various experiments related to age. Today's generations are
beginning to look for or build common threads around which differences can exist in harmony and the values
in the differences can be shared. The concept of sameness is being replaced with unity. This could be a
legacy of the twentieth century.

This change in view, however, is not coming easily to the world. Many long-standing prejudices and practices
counter to diversity still exist in all societies. Education is one of the keys to diminishing the prejudices
against diversity. Awareness is the first step in the process. Helping students to become aware of the
diversity around them and to recognize the value in that diversity is key to building a strong civil society.

The following section looks at some subjects related to diversity and proposes some activities to help build
students' awareness on these subjects. Not all activities need to be explicit. Sometimes, just creating an
environment in which diversity is noted and tolerance and respect are observed is enough to instill
awareness.

Gender
The age-old battle of the sexes is a major subject under diversity. Equality between the sexes is still a
relatively new concept in some societies (women did not have the right to vote in the United States until
1920). Stereotyping is a form of prejudice and many people stereotype what is expected of a woman and
what is expected of a man.

Activity: Gender Stereotypes


Have each student read the following lists (either from the blackboard or an overhead slide, or give each
student his or her own copy of the lists to work with). Ask them to write the word male, female, or both beside
each word or phrase in each list according to whether they think that word refers primarily to a man or a
woman, or refers equally to both. If they do not know or understand a word or phrase, ask them to guess. As
they finish each list, have the students cover that list and go on to the next one. They may not go back to a
previous list. Give them either 50 seconds per list, or 2.5 minutes in which to complete all three lists.

After they have completed their lists, work with one list at a time, beginning with professions. If the class is
small, work as a whole group. If the class is large, work in small groups (odd numbers are better in case
there is a tie-no more than five to a group). Ask the students to share the information and explain why they
made the selection they did, even if they guessed (have dictionaries ready so they can look up new
vocabulary). Note the instances in which the majority of the class agreed on the same gender for an item.
Discuss why this is so. Discuss instances in which that item might apply to the other gender or to both
genders equally. Have the students compare their answers from one list to the other and discuss any
differences (for example, if in one list they put male after the word cook, but in another list they put female
after the word cooking).

As a follow-up activity or conclusion, have the students find some pictures showing men and women doing
work that has stereotypically been considered done by the opposite gender. Let them create captions for the
pictures (in English) and put the pictures up on the classroom walls. Try to keep the pictures up for a least a
week. If you have too many for the allotted wall space, rotate them.

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Ethnic Origin
In many countries around the world, the dominant culture sets the standards and norms for day-to-day living.
People who are not directly or inherently part of the dominant culture find themselves stereotyped and
victims of prejudice when it comes to jobs, educational opportunities, housing, and so forth. Members of the
subcultures are often assumed to belong to certain professions such as banking, gold trading, laundry, real

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estate, teaching, or music. If you find yourself in one of these subcultures, breaking out of the stereotype
may be difficult unless you are extraordinarily gifted.

Posters
This activity is an example of a nonexplicit activity used to develop awareness. It can be done either by the
teacher or a small group of students from the class. The preparation should take place outside of the class.

Think of the professions that are commonly associated with members of the dominant culture. Create a
collage (a collection of pictures from magazines, journals, scrapbooks, etc.) of known members of the
subculture who have successfully held or hold positions in those professions. Create a second collage of
known members of the dominant culture who have successfully held or hold positions in professions
stereotypically held by members of the subcultures.

Put the two collages up on a wall in the classroom. Beside or under each collage, put a small notebook for
students to write comments in. At the beginning of class the day the collages are put up, take three to five
minutes to explain the concept of the collages. Invite the students to look at them before or after class, or on
their breaks, and to write their comments about the collages in the books (in English). Leave the collages up
for two weeks.

An extra activity with the collages is to have students who finish in-class assignments early (e.g., tests, silent
reading, etc.) write a reaction (in English) to the collages in their journals or on a separate piece of paper (not
for a grade-but possibly for an extra half-point credit on the assignment). Again, the purpose is to increase
the students' awareness of the diversity around them.

The following is an example of a collage. The subject of this sample collage is "Generations."

Age
In some cultures age is a virtue, while in others it may seem to be a curse. We all find that as we get older,
certain things are expected of us. Many older people feel themselves discriminated against in areas such as
work, housing, and sports. With the average age of populations around the world getting older and with
health care improving, many countries are finding that the expectations and laws regarding age need to be
reconsidered.

Survey
To raise students' awareness about the prejudices regarding age, have the students complete the following
questionnaire. Give them 20 minutes to answer the questions. Discuss their answers either as a whole class
or in groups.

1. At what age should people stop learning or studying? Why?

2. At what age should people stop working, retire? Why? Is it the same for men and women?

3. At what age is somebody considered an adult? Why? Is it the same for men and women?

4. At what age is somebody considered old or elderly? Why?

5. Consider a normal, healthy person who is 24 years old and a normal, healthy person of the same gender
who is 50 years old.

a. List ten things the 24-year-old can do that the 50-year-old cannot. Be able to explain why.
b. List ten things the 50-year-old can do that the 24-year-old cannot. Be able to explain why.
c. List ten things that the two can do together. Be able to explain why.

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