Poverty and Education

Long-term plan unit:

School:NIS Shymkent

Date:

Teacher’s names:Nurlan Akhmedov

Grade:11

Number present:

Absent:

Theme of the lesson

Poverty and education (Barefoot boy1).

Professional development goal

To develop students’ creativity in the Global perspectives and project work lessons.

Learning objective(s) that this lesson is contributing to

CT1.1 identify strengths and weaknesses and the different influences in arguments

CT1.3 identify gaps in an argument in the forms of unstated assumptions, values and missing evidence

REF1.1 discuss how personal experience and background have shaped personal perspectives

Lesson objectives

All learners will be able to:

-R

Identify the credibility of the source UNISCO

Identify unstated assumptions and values from the poem

Discuss how poverty affect to low level of education or vice versa and understand the poverty vicious circle.

Success criteria

Identify strengths and weaknesses of the source

Identify unstated assumptions, values and missing evidence

Discuss how poverty affect to low level of education or vice versa

Language

objectives

Lead to, consequence, low level, providing model citizens, productive economic units and discover

Value links

Responsibility, Honesty, Global Citizenship, Tolerance and Life-Long Learning.

Cross curricular links

English, Russian, and IT.

ICT skills

PPT and laptops

Previous learning

Text and arguments analysis. Identify claims, reasons, evidences and conclusions.

Plan

Planned timings

Planned activities

Resources

Beginning

5

Studying and revising the global issue, the students will become global citizens.

First, students guess the topic using the papers provided by the teacher.

With the support of a PPTthe teacher starts the lesson introduces the learning objectives (and the success criteria).

Creating the groups, students take a piece of paper and find their group member by making a phrase. Then, the students get the laptops, one laptop per pair.

Starter

Show students an image of a student who is bored at school.

Explore students’ personal perspectives on school. The teacher might ask students to make a table with two columns which explores the differences in the way they feel about school (first question) and what they think about education (second question). This could be used lateral part of a display about different perspectives on education.

PPT, students’ notebooks and paper sheets

Middle

10

10

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In groups, the students discuss the questions on PPT. These questions start to encourage students to think about other perspectives on education.

Reassure students that there are no ‘right’ answers. This activity is partly intended to allow students to explore their own thinking without worrying about getting the answer wrong.

After discussion. Walk around the class and stimulate them with further questions such as, ‘Is education about providing model citizens? Why?’, ‘Is education about turning young people into productive economic units? Why?’, ‘Is education about helping young people to find out who they are? Why?’, ‘Is education about helping young people to discover what they can do well? Why?’, ‘Are there some things that everybody ought to learn how to do? Why?’, ‘Does it matter if you can’t speak English/read/add up/understand calculus/work out what happens when two chemicals

combine/etc.? Why?’

Read ‘Barefoot Boy’ from Document 1 with students.

Ss go to edmodo or fmsh website to get the document. Make sure that they have a gist understanding of it – an uncared-for boy is not at school, he is hungry, he steals a handbag and spends the money on bread. Later (probably for a different offence) he is in court for stealing. Put students in groups to consider the issues in question 4. Ask them to make notes on their discussion. They may find it useful to appoint a note-taker. Tell them that they will need to refer to these notes in a later lesson.

Consider the reliability and implications of the information in Document 2. Analyze the reliability of the source and think about the unstated claim. Why UNESCO provide this statistics.

Encourage students to consider the personal, national and global perspective. The display could have different sections, but it is worth reminding students that there are links between the personal, the national and the global. Remind students to use ideas and information from all

the discussions they have had – for instance, they took notes when they discussed questions

relating to ‘Barefoot Boy’. They could use some of those ideas now.

Document 2. Ask students to reflect on the statistics, using questions such as ‘If children don’t finish primary school, what do you think the consequences will be (for the child/country)?’

Consolidation of the lesson by summarizing the issue.

PPT, laptops, students’ notebooks and paper sheets

Extracts from ‘Barefoot Boy’ by J. L. Mason from ‘Bahamian Anthology’.

College of the Bahamas, Macmillan Caribbean, 1983.

www.uis.unesco.org/ev.php?ID=7602_201&ID2=DO_TOPIC

End

5

• Reflection.

Ss read the question: What is the most interesting thing you’ve learned? They reflect on the lesson.

Peer assessment: students are asked to review the works of others.

PPT

Additional information

• Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check
ICT links

Asking specific questions to those students who are less able during the lesson.

Help the less able students during the lesson.

Additionally, the less able students give basic answers and present data with simple words.

Stronger students will give detailed answers and show high level of analysing and critical thinking skills.

Students will be assessed through discussion, wringand peer assessment.

Identify strengths and weaknesses of the source

Identify unstated assumptions, values and missing evidence

Discuss how poverty affect to low level of education or vice versa

Make sure the students know safety precautions. Ensure that when students speak, that their views are respected by all class members even if some students and teacher disagree. Ensure the school values are embedded throughout the lessons. Laptops and internet.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?