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Lesson 9

The lesson plan for October 23rd focuses on analyzing themes of empathy, discrimination, and bullying in the novel 'Wonder' for a 4th to 6th-grade class. It includes various activities aimed at fostering a positive classroom culture, encouraging personal reflection, and developing critical thinking skills through discussions and group work. The lesson also emphasizes the importance of understanding the impact of social media and personal identity as reflected in profile pictures.

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Atahualpa Daza
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4 views6 pages

Lesson 9

The lesson plan for October 23rd focuses on analyzing themes of empathy, discrimination, and bullying in the novel 'Wonder' for a 4th to 6th-grade class. It includes various activities aimed at fostering a positive classroom culture, encouraging personal reflection, and developing critical thinking skills through discussions and group work. The lesson also emphasizes the importance of understanding the impact of social media and personal identity as reflected in profile pictures.

Uploaded by

Atahualpa Daza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Leila & Noelia

LESSON N°9

Date: October 23rd


Teachers: Mojica Leila, Moyano Noelia
Course: 4° 6° Turno Tarde

Objectives: By the end of the lesson, students will be able to analyze and discuss the themes of
empathy, discrimination, bullying, and the exploration of feelings in the novel "Wonder," while
developing a deeper understanding of these concepts and their relevance to real-life situations.

Cognitive Domain: The cognitive domain of this lesson plan includes the following levels of
thinking:

●​ Knowledge: Identifying and defining vocabulary related to discrimination and bullying.


●​ Comprehension: Understanding the main ideas and emotions expressed in Wonder's
novel.
●​ Application: Applying knowledge of discrimination and bullying to analyze and discuss the
events and characters in the novel.
●​ Analysis: Analyzing the impact of discrimination and bullying on the characters' feelings
and experiences.
●​ Evaluation: Evaluating the importance of empathy in combating discrimination and
bullying.
●​ Synthesis: Synthesizing personal reflections and opinions about the themes and lessons in
"Wonder" related to discrimination, bullying, and feelings.

Affective Domain:
●​ Setting a positive and inclusive classroom culture as an objective.
●​ Encouraging students to reflect on their own values and beliefs related to the topic.
●​ Designing activities that promote collaboration, teamwork, and respect among peers.

October 23rd Teaching Sequence Time: 120’

Warm-up (10’) Option 1:


The communication game

Option 2:
Heads up/head down game

Introduction (10’) The teacher will ask the students to draw a scientist or a doctor, they
can choose one of them. Then, each student will show his/her drawing
to the rest of the class. If students drew a picture of a man, the teacher
will ask them why they thought only men could be scientists or doctors.
Why women can't be scientists or doctors?

Opening (15’) The teacher will write on the board the question that was part of this
project: Is it fair to judge a book by its cover?
In relation to the previous activity, the students will have to think about
other jobs or professions that people relate to men rather than women.
The teacher will write the ideas on the board.

Meeting New- Pre-reading:


Language in The teacher asks the students:
Context (30’) ●​ Do you have a profile photo of yourself which you use on
social networking sites?
●​ Why did you choose it?
●​ What do you think the photo says about you?
Then, the teacher will paste on the board some pictures and she will
explain that these pictures are used in social networking sites by
people.
●​ Why do you think the people have chosen these photos?

The teacher will share this Google form with the students, and they
will have to choose the correct answers:

What does your profile picture say about you?

While reading:
The students will read the article and try to complete it with the
headings below. Then they will look at the photos pasted on the board
again and think which of the 12 categories do the students think they
belong to?

A- Photo of you as a child


B- Holiday photo
C- Logo of a business or company
D- Photo with a celebrity
E- Photo with a partner
F- Photo with relatives.

What does your profile picture say about you?

Whether it’s a photo of you on a night out or of you with your


relatives, the image you choose to represent you on social
networking sites says a lot about you.

Profile pictures on Instagram and similar sites are the visual


projection to friends and family of who you are and what you are
like. On social networking sites, where people follow both friends
and strangers, profile pictures are smaller and perhaps more
significant. They are often the first and only visual introduction
people have to each other. So what does your profile photo say about
you?

According to a communications consultant, there are 12 categories


that cover most types of profile pictures.

1.​ The professionally taken photo


People use social media mainly for business or career
purposes.

2.​ ……………………………………………………………………
People want to show what they have achieved in their family
life, and are generally more interested in a response from
women than from men.

3.​ ……………………………………………………………………
You see your other half as the most important thing in your
life, and you see yourself as one half of the couple.

4.​ Having fun with friends


Generally young and carefree, you want to project an image
of being fun and popular.

5.​ ……………………………………………………………………
You are a bit of an escapist and keen to show a different side
of yourself from what you do on a day-to-day basis.

6.​ ……………………………………………………………………
This kind of image says that you don’t really want to grow up
and face the future. You are nostalgic for your childhood.

7.​ Caricature
Using a caricature is a way of saying that your image isn’t
rigid and that you don’t take yourself too seriously.

8.​ Photo related to your name, but not actually you (a shop
sign, or product label for example)
You want to be identifiable, but you feel your name is more
important than what you look like.

9.​ Photo related to your political beliefs or a team that you


support.
You think that your beliefs and interests are more important
than your personality.

10.​……………………………………………………………………
You think that showing yourself with a well-known person
will make you seem more important.

11.​Self-portrait taken with camera phone


Functional. It says, ‘Look, I don’t dress up take me as I am’.

12.​……………………………………………………………………
You only use social media in a professional capacity, and you
identify more with your work role than with your private life.

After reading:
The students will reread the text and choose the category that fits with
them.

Noticing (20’) Students will have to reflect on their profile pictures and those of their
family and friends by answering the following questions:

Experimenting The teacher will share some memes with the students and they will
(30’) have to create sentences in groups. Sts will have to deduce the scene
using the modal verbs “may/may not” or “might/might not”. Then,
each group will have to share its memes with the rest of the class.
Some examples to take into account:

Girl. You (may/ may not)/(might/might not) tell me that.


Cat: You (may/ may not)/(might/might not) be smart.

The students can use this vocabulary to help them create sentences:

Subject: You/ I/ He/ She/ Cat/


Modal verbs: may/ may not - might /might not
Verbs: be- use- work - study- have- want- buy- go- look- live- tell
Nouns: a model- a teacher- a student- a family- a football player- (...)

Closure (5’) The teacher will draw a chart on the blackboard where students will
have to write down how the class has been, what they have learned,
what they would like to learn…

The lesson has Something that I Something I would


been… have learned like to learn…

Souvenir of the lesson.

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