Lesson Plan - Weebly



|Lesson Plan | | |

| |Defining Abuse |Cycle 2, Level 2 |

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|Inquiry: |By the end of this lesson, the students will be able to: |

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| |Understand that abuse comes in many shapes and forms, and it is not strictly limited by gender (for |

| |example, the abuser is not always a male, and the victim is not always the female). |

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|Group Size & Materials |Individual work for journal prompt. |

| |Small group work (4-5) students for placemat activity. |

| |Class discussion at the end for debrief. |

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| |Materials needed: Projector and screen for PowerPoint presentation, 6 placemat sheets, markers, and tape, |

| |50 cue cards . |

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|Subject Competency: |

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|#2 Reading |

|– Draws on discussions with peers to extend, reshape and clarify own responses |

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|Cross Curricular Competencies: |

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|#3 Critical Judgement |

|– Quality of expression of his/her point of view |

|– Ability to refine his/her judgment |

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|#7 Achieves his/her potential |

|– Ability to clearly express his/her perceptions and values |

|– Autonomy in expressing his/her opinions and choices |

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|#8 Cooperates with others |

|– Degree of respect for the rules of procedure |

|– Degree of sensitivity to the needs and characteristics of others |

|– Extent of contribution to discussion |

|Time |Lesson |

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|15 mins |Attendance / Journal Prompt: |

| |The students will complete a journal entry independently on a cue card that will be picked up at the end of class, following another journal |

| |prompt. They should be using this journaling time as a freewrite, knowing that they will not be graded for what they write. Journaling is used as |

| |self-reflection. |

| |Prompt: What do you think Bill means when he says, “Charlie, we accept the love we think we deserve” (24). What is the role of abuse in the novel |

| |so far? Name the type(s) of abuse, and who is the “abuser” and who is the “victim.” |

| | |

| |Introduction to lesson & video clip |

| |Explain that the following lesson relates back to Thursday and Friday’s lessons, in which we briefly touched upon the scene between Charlie’s |

|10 mins |sister and her boyfriend. |

| |Using YouTube clip, explain that the students need to think about how they define “abuse” ( clip can be found at: |

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| |Tasks (placemat activity): |

| |Individual Pods, students will have to come up with ONE definition of “abuse” using the placemat activity strategy. The placemat activity strategy |

|20 mins |provides an opportunity for each student (in a group of 4-5) to write down his or her individual response regarding an issue or topic (in our case,|

| |I will ask students to define abuse). After students in the group complete their individual thoughts, the group, as a whole, must come to one |

| |singly agreed-upon response to write down in the centre tile of the placemat. |

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| |Gallery: |

| |After students have completed their placemats, I will hang them around the room (there should be 6 placemats if all students are present). |

| |Students will have to walk around and read what their peers wrote. They will also be asked to take notes on any similarities or differences they |

| |see, and if there is a common theme between all of the placemats. |

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|10 mins: |Closing and Second Video: |

| |Students will sit back in their groups, and they will be encouraged to share what they discovered (based on their notes and their observations). |

| |Then, we will watch a second video, which explains that abuse is genderless ( clip can be found at: |

| |Finally, students will be asked to write a final journal responding to the new prompt, “Has your view of abuse changed over the course of this |

| |lesson? Also, how does Charlie deal with the abuse he’s witnessed so far? How would you react?” |

| |Explain that we will revisit various forms of abuse throughout the novel, and we will see how Charlie deals with the abuse. Does he choose to |

| |“participate” in helping get rid of it, or does he simply ignore it? |

|20 mins | |

| |Assign pages 46-65 for next class. |

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