Conflict in the Holy Land today.

On my first teaching practice, I was asked to teach Section B: Foundations of Christianity. My supervisor asked me to teach the students about the conflict in the Holy Land today. To be honest, at the time I did not know much about it. I knew there was conflict but I did not know why. I could not find suitable resources for 1st year students online so I made my own. I have used this lesson a few times and each time it has been gone brilliantly. The students love it! I have even got good feedback from parents about it.

Here is the lesson! I hope it helps! 🙂

Learning outcomes:

1.The pupils will become familiar with the Holy Land today.

2.The students will be able to identify a major issue for the fighting in the Holy Land today.

3.The pupils will be able to recognise main words which are significant to the Holy Land today.

4.The pupils will be able to apply what they have learned by writing a newspaper.

Assessment of Learning outcomes:

1. The pupils will convey their understanding of the Holy Land by writing down on a post it one thing they learnt in class today.
2.The students will illustrate their ability to identify the major reason for the fighting between the Israelites and the Palestinians by answering higher and lower order questions.
3.The pupils will portray their ability to apply what they have learned by working in groups and writing a newspaper article for either ‘The Israel Gazette’ or ‘The Palestine Times’.
4. The pupils will show their ability to recognize the key words that are significant for the Holy land today by doing a crossword.

 

I will ask the students ‘Does anyone know anything about conflict in the Holy Land?’. If so, I will ask the student to tell the class what they know.

 

I will give the students a handout each. I will ask a number of students to read the handout. I will go through the handout with the students. I will ask the students if anyone has any questions about the handout. If so, I will listen carefully to the students and I will discuss the questions with the students. Thus deepening the class’s understanding of the conflict in the Holy Land.

 

I will ask the students higher and lower order questions about the handout.

Lower order questions:

Jesus lived in Palestine, what is the land now called?

Who is the war between?

Are they fighting over the same land or different land?

What religions are mentioned?

Higher order questions:

What do you think about the war?

What do you think they should do?

Do you think the war will ever be resolved?

What would you do if you lived in Palestine/Israel?

Group work: News reports 

I will give the students examples of newspaper reports from ‘The Israel Gazette’ and ‘The Palestine Times’. I will ask a number of students to read the news report examples.

I will put the students into groups. I will give each group a worksheet.

The worksheet will either be from ‘The Palestinian Times’ or ‘The Israel Gazette’. The groups must write a newspaper article for their newspaper. The worksheet will say ‘Write a letter to the people of Palestine explaining that you agree with the newspaper articles that you have just read. Write about what you think of the war. Should Palestine get all the land? Or should Palestine get only the Gaza Strip and the West Bank? Or should Palestine get no land?’

The groups will get five minutes for this task. After the time is up, I will tell the students to stop writing.

 

I will give the students a crossword for homework. The crossword will feature words which are significant for the Holy Land today. You can make your own word searches on Armoured Penguin. This is a terrific website which allows you to make your own word scrambles, word searches, crosswords,  word matches, fresh words. It is a great website which I use for literacy development. 

Here is my handout: The holy land conflict handout

Here are the two newspaper articles:  Jerusalem articles.

Here are the group work articles: Group work- Holy Land articles.

 

shrinking Palestineholy land 2holy land

holy land 4

holy land 6holy land 9holy land 8  holy land 7

 

 

 

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Introduction to short stories

This is a basic lesson that I made to teach the features of short stories. The students must learn and understand the features before they start reading a short story/novel. As I was in an all girls school, I used the plot diagram example of Cinderella.
Remember it is important to tailor your lesson to your students. Picking something relevant to them will deepen their understanding of the topic.

relevant

In every English lesson, it is VERY important to incorporate a balanced mix of the four language skills:

  1. Reading

  2. Writing

  3. Listening

  4. Speaking 

Learning outcomes:

  1. The pupils will be able to display their knowledge already of short stories.
  2. The students will be able to convey their understanding of a Youtube video about short stories.
  3. The students will be able to show their knowledge and understanding of the elements of short stories

Assessment of learning outcomes:

  1. The pupils display their knowledge already of short stories by filling out a mind map and participating in a class discussion.
  2. The students will convey their understanding of a Youtube video about short stories by completing a worksheet.
  3. The students will show their knowledge and understanding of the elements of short stories by answering higher and lower order questions.

You can access the power point by clicking here: Introduction to short stories. lesson plan 1. week 1. I used this lesson in another school which did not have power point so I made a handout instead. It went really well so either way works well as long you interact with the class!

Phase 1: Introduction 

I will introduce the lesson topic of short stories to the class. I will state my learning outcomes for the class on slide two of the power point.

On slide three of the power point, I will ask the pupils ‘Do you know what a short story is?’.

I will then put the students into groups and I will ask the pupils ‘What can you tell me about short stories?’ by filling out a mind map on a handout.

I will tell the groups of four to divide jobs between their group members. The jobs will be time keeper, writer and two speakers. I will give the students four minutes for this task. I will then ask the groups for their answers and I will discuss the groups answers with the class.

Phase 2: Power point 

I will show the students a power point on the main concepts of short stories.

Tip: Get your students to read the slides off the power point.

On slide three and four of the powerpoint, I will show the students that a good story must have the right ingredients.

On slide five and six and seven, I will introduce the students to elements of a short story.

On slide eight, I will show the students an example of these elements in use in the short story of ‘Cinderella’.

On slide nine, ten, eleven, twelve, thirteen, fourteen, fifteen I will talk to the students about theme, setting, characters, characterization, point of view, plot and types of conflict.

On slides sixteen and seventeen, I will show the students images of the plot diagram to deepen their understanding.

Phase 3: H and L order questions

I will ask the students higher and lower order questions about the content of the power point. It is important not to use worksheets all the time throughout your lessons. Incorporate higher and lower order questioning into all of your lessons alongside worksheets. Assessment for learning throughout your lessons is very important! 

Lower order questions

What are the five elements of a short story?

What is the theme?

What is the setting?

What are characters?

What does characterization mean?

What is the plot?

Can you name some common conflicts in short stories?

What does point of view mean?

Higher order questions

Do you think there are any other elements of a short story?

What element do you think is missing?

Can you name the theme of another short story?

How would you describe the characters in the short story you have read?

Phase 4: Video clip and worksheet – Elements of a short story example- ‘How the Grinch stole Christmas’ by Dr. Seuss.  

I will give the pupils a handout with pre questions. The pre questions will ask the students questions about the Youtube video that I will show them. I will ask the students to read the pre questions. The students will get one minute for this task. I will then show the pupils a Youtube video on the six elements of short stories using the example of ‘The Grinch’.

The worksheet will ask the students:

  1. How does the video clip describe character?
  2. What is the example the video clip gives for setting?
  3. What does point of view mean?
  4. What does plot mean?
  5. What is the conflict in ‘The Grinch’?
  6. Theme is the message of the story, what is the message of ‘the Grinch’?
  7. Name the six elements of short stories in this video clip?
  8. _____________
  9. _____________
  10. _____________
  11. ______________
  12. ______________
  13. ______________

After the video is over, I will give the pupils one minute to go over their answers. I will then ask a number of students for their answers. I will discuss the students’ answers with the class.

Video clip

‘How the Grinch stole Christmas: Elements of a short story’.

I used this video clip on the 5th of January so the theme of Christmas suited.

I will attach the worksheet for the video clip here: short story video clip worksheet. lesson 1. week 1.

Here is another video clip that can be used in this lesson.

Homework worksheet

short story video clip worksheet. lesson 1. week 1. worksheet

book elements-of-a-story duck TMP_plotdiagram_large

images (24) cinderlla