methodology 5 portfolio

8/21/2019 Methodology 5 Portfolio

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Methodology 5 - Curriculum Design

Inhoudsopgave

Planner .......................................................................................................................................................... 2Lessonplans ................................................................................................................................................... 3

Lesson 1..................................................................................................................................................... 3

Lessonplan 2.............................................................................................................................................. 5

Lessonplan 3: The Blitz .............................................................................................................................. 7

Lessonplan 4............................................................................................................................................ 10

Lessonplan 5............................................................................................................................................ 13

Lessonplan 6............................................................................................................................................ 17

Lessonplan 7............................................................................................................................................ 21

Lessonplan 8: D-Day ................................................................................................................................ 23

Lessonplan 9............................................................................................................................................ 25

Lessonplan 11.......................................................................................................................................... 32

Lessonplan 12.......................................................................................................................................... 33

Process Report ............................................................................................................................................ 35

The needs analysis .................................................................................................................................. 35

Sources .................................................................................................................................................... 36

The project plan ...................................................................................................................................... 37

The development process ....................................................................................................................... 37

Feedback ................................................................................................................................................. 38

Who did What? ....................................................................................................................................... 39


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Planner

Lessons per week.

1. Introduction lesson - Words and Phrases2. The Blitz - Reactions3. Churchill's speech - Speaking4. Women during WW2 - D-day5. Soldier's postcard - Diary6. Timeline - End of the war7. Test8. Presenting final assignment


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Lessonplans

Lesson 1

Duration: 90 minuten

Target group and level: Mbo 4, level B1

Learning goals:

Students learn to express their opinion about topics that are not closely associated withthemselves.

Content:

Time in minutes Teacher activities Student activities

Start

15 The teacher introduces the

project's topic and gives the

students some introductory

history about WWII in the UK.

Listening and participating in

class discussion

Activity

10

15

40

The teacher explains the

assignment and gives each

group statements to discuss.

The teacher helps students

while they are preparing for

their discussions.

The teacher gives feedback to

the students who are having

their discussion in front of

class.

Reading and making groups.

Writing and forming opinions.

Speaking.

Speaking, discussing their

statements in front of class.

Giving feedback to other

students.

End

10 The teacher gives the groups

their final feedback and

reflects with the student.

The teacher explains what the

students can expect during the

rest of this project.

Students listen to their

feedback.

Finish


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Introduction of the lesson: 15 minutesGoals:

Students learn to express their opinion about topics that are not closely associated withthemselves.

Activities:

Working in groups to form opinions. Having discussions about their given statements. Giving and receiving feedback.

Working in groups: 25 minutes

The students will be divided up into groups of four, where they will be given a statement about world

war 2. The students then divide up into two pairs, where one pair is for and one pair is against the

statement (or one pair agrees and one pair disagrees, whichever it happens to be). Students then get

time to prepare their arguments and to do research if needed. Each pair should have at least two

arguments, but are encouraged to create more.

The goal of this exercise: To get students to think critically about a statement and to encourage them to

back up their opinions.

Having discussions about their given statements: 40 minutes

The groups of students will have their discussions in front of class one group at a time. First, the

students will explain why they are for or against the statement. Then, they will get two rounds to reactto the other group (the first one meant to react to their opening statement, the second one meant to

react to the other's reaction to their opening statement). After that, they get to have a closing

statement, followed by a round of voting by the class on who they think discussed the best.

The other students write down feedback for the students on who they think did the best and how they

think the discussions went. These will be discussed at the end of class.

The goal of this exercise: To get students to quickly think about what other people are saying and to

practice defending their opinion.

Giving and receiving feedback: 15 minutesAt the end of class, the students give each other feedback on how the discussion went. The teacher can

also use this time to give more detailed feedback to the groups.

Lessonplan 2

Duration: 90 minutes


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Learning goals: Training speaking skills, vocabulary, working in pairs

Content:


Start

5

5

Introduction of the lesson,

learning goals and activities.

Handing out the lesson

material.

Listening the introduction.

Starting on the assignment.

Activity

10

15

20

5

10

10

Ask students to write down

individually, as many words

and or phrases related to war.

Ask students to form groups of

6 and compare the written

words and phrases with eachother.

Telling students to tell the

words to the rest of the class

and discussing the meaning of

those in class.

Giving students the instruction

to the second assignment.

Asking to work in pairs and

guess the possible meaning of

the words in sentences by

connecting the word to the

possible meaning.

Giving students feedback on

the assignment.

Students write words and

phrases down.

Students form groups and

compare the words and

pharses with each other.

Students listen to each other

and try to translate as many as

possible with feedback of the

teacher writing down the

meaning.

Students listen to the

instructions and do theassignment.

In pairs try to guess the

meaning of words based on

the sentences.

Writing down the possible

translation by connecting it to

words.

Listen to the feedback and

correct possible mistakes.

End

10

Evaluation of done work.

Evaluation of learned material.

Naming the things, they have

learned.

Naming difficulties.

Finish


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Lessonplan 3: The Blitz



Learning goals:

The students learn more about Britain's role in WWII and the Blitz.Content:


Start

15 - Asking guiding questionsto activate pre-knowledge

- Activating pre-knowledgefrom the previous class on

the Battle Britain (terms

such as Luftwaffe, RAF)

Activity

10

10-15

10

- Setting up the video

- Discussing the noteswith class, how much

they understood.

Handing out the

question forms.

- Setting up the videoagain.

- Watching the videoand making notes.

- Listening to eachothers notes to share

knowledge.

- Watching the clipagain and answering

the questions.

End

20-25- Set up the video one

more time and pausing

before and after each

moment a question

should be answered,

explaining the answer

to the students and

checking who got it

right.

- Watch the video onefinal time and checking

the answers to the

questions.

Finish


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- Students learn how to describe something they've seen or experienced- Students practice describing things they've seen or experienced

Activities:

- Reading and discussing the text- Writing about your own experiences- Evaluating learning goals

Setting up the video: 10 minutes

The teacher introduces the video and starts the video for the first time. The students take notes here, so

that they can refer to these later and so they have a written source for the in-class discussion that

follows.

Goal of this exercise: Introducing the video, activating pre-knowledge.

Discussing notes in class: 10-15 minutes

The teacher and the students discuss the notes they've taken about the video. It is key here that the

teacher asks follow-up questions and tries to get students to explain what they've written down in the

context of what they know about WWII.

Goal of this exercise: Get students to really think about the material, place it in a larger context.

Setting up the video again: 10 minutes

The students watch the video one more time, this time while trying to answer the questions on the

hand-out. The students read the questions before watching the video again, so that they know what

they're supposed to listen for.

Final video setup: 20-25 minutes

Finally, the teacher shows the video one more time and stops the video every time a question is

supposed to be answered by the students. This allows the teacher to directly show the students what

they were supposed to be listening for. Discussing the answers in a classical setting allows the teacher

and the students to have a discussion about the answer is necessary.


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Listening assignment: The Blitz and the Battle of Britain

http://www.youtube.com/watch?v=euRlmTHpSCI

Questions:

What did the Luftwaffes commander, Herman Gring, try to do by bombing British ships?

He tried to get the British airforce to defend the ships so that Luftwaffe could defeat them before the real

attack on Britain began.

Give two advantages the Luftwaffe had over the British airforce:

1. The Luftwaffe had more planes (1100 vs 700)2. the Luftwaffe had faster planes

What were Luftwaffes main targets for Eagles Day?

1. The RAF fighters;2. The airfields;3. The aircraft factories.

What was Herman Grings mistake that made the first bombing assault less effective?

He thought that having the RAF having RADAR was not important but because of RADAR the RAF knew

when the bombers were coming and fought them off.

Why did the Luftwaffe bomb London?

Because a number of bombers lost their way and ended up over London.

Why was the bombing of London such a turning point in the war and how did the RAF respond?

Because it was the first bombing of a non-military target. In response the RAF bombed Berlin.

What was Grings second mistake?

He focused on bombing London rather than taking out te RAF, which gave the RAF the rest they needed

instead of breaking down.

What was the Blitz?

The Germans stopped trying to take out the RAF and started nightly bombings of cities.

How many months did the Blitz last?

For about eight months (from October the fifth until May the tenth)

Why did the Blitz stop?

Hitler thought Britain was not a serious threat and wanted to focus on eastern Europe.
http://www.youtube.com/watch?v=euRlmTHpSCIhttp://www.youtube.com/watch?v=euRlmTHpSCI


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Lessonplan 4



Learning goals:

Students learn how to describe something they've seen or experienced Students practice describing things they've seen or experienced

Content:


Start

5

10

Introducing today's lesson:

Goals & activities.

Activate pre-knowledge by

talking about describing the

past.

Listening

Participating in class discussion

Activities

30

20

10

Students read the text. The

class then discusses it's

content.

Students write a short story or

paragraph about something

they think is very important tothem.

Students read what they've

written out loud to the class

Reading

Writing

Speaking

End

15 Students and teacher evaluate

the learning goals.

Reflecting on their writing skills

and work

Finish


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Students learn how to describe something they've seen or experienced Students practice describing things they've seen or experienced

Activities:

Reading and discussing the text Writing about your own experiences Evaluating learning goals

Talking about talking about the past: 10 minutes

The teacher takes time at the beginning of class to discuss talking about the past with the students.

What kind of things do people usually talk about? How do they talk about these things? It is

recommended that the teacher writes input from the students down for later use by the students.

The goal of this exercise: to activate pre-knowledge and to get students to think about possible things to

write later on.

Reading the texts: 30 minutes

The students read these two texts:

http://atschool.eduweb.co.uk/chatback/english/memories/blitz.html

http://www.warlinks.com/memories/mckellar.php

Both texts are recollections from people about things that happened to them or someone else during

the war.

Afterwards, the class takes a look at these texts. What are they about, how do the authors talk? What

are they trying to say? The teacher can add these things to the things already said by the students

during the introduction to further enhance their points.

The goal of this exercise: to critically look at written texts and to give students clear examples for them

to use during their writing exercise.

Writing and reciting the student's written texts: 30 minutes

After reading the texts, the students will write a 150-200 word story about something big or important

that happened to them. The style and way of writing should be similar to what they've read in the texts.

If students can't come up with something good to write about, they are allowed to make something

up.
http://atschool.eduweb.co.uk/chatback/english/memories/blitz.htmlhttp://www.warlinks.com/memories/mckellar.phphttp://www.warlinks.com/memories/mckellar.phphttp://atschool.eduweb.co.uk/chatback/english/memories/blitz.html


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When most or all students are done, the teacher chooses one or two students to read their work out

loud. Afterwards, the students add their written assignment to their weblog.

The goal of this exercise: to let students use their previously practised skills and knowledge in their own

way, and to create empathy with the writers of the original stories.

Evaluating: 15 minutesAt the end of class, the teacher takes time to evaluate the learning goals with the students. Students

should look at their work and pinpoint what they do or don't like about their stories.


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Lessonplan 5



Learning goals:

The students can predict/tell what the head of a nation would say after a mayor war event. The students can correct their own "mistakes" and expand their own answers To scan through a text looking for information.

Text can be found here: Based around :

http://www.ducksters.com/history/world_war_ii/battle_of_britain.php

Churchills speech:

Written: http://www.winstonchurchill.org/learn/speeches/speeches-of-winston-churchill/113-the-few

Content:


Start


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5 minutes

5 minutes

Introduce todays topic and

goals:

What are we going to do

today?

a bit of reading aboutEngland during second

ww2

Predicting a speech comparing speeches

Goals:

The students canpredict/tell what the

head of a nation would

say after a mayor war

event.

The students cancorrect their own

"mistakes" and expand

their own answers

Start the lesson by asking the

students what they alreadyknow about England in the

second World War.

Make a list of the things they

have mentioned. If they

mention anything about the

Battle of Britain or anything

about bombings use that to

get to the text. If not create an

opening towards the text bytelling a bit about the

bombing.

The students are going to tell

what they know about England

in the second world war.

Activity


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Reading the text: 25 minutes

Predicting: 15 minutes

Tell the students what

questions they need to answer

after reading the text. The

students need answers of the

questions for the follow up

exercise.

Discuss the answers that the

students gave.

Ask them what people would

say if they were a soldier or

the queen.

The teacher is going to write

down the ideas and will create

a checklist. The teacher has tobe prepared and guide them a

bit about what Churchill says in

the speech. If he notices that

no one has any thing that is in

the speech guide them

towards a few good answers.

They are going to read

the text and answer

the following

questions:

What are theconsequences of thatbombing?

What would thepeople do after the

bombing?

How would the peoplefeel?

How would/should theleaders of Britain react

towards their people

and the enemy?

The students are now going to

predict what Winston Churchill

would have said after the

battle and bombing in his

speech to his fellow British

men.

They are going to write down

some ideas of what Winston

Churchill would have said and

why he would have said that.

Let them discuss this in pairs

and work out their ideas a bit

further.

They are going share their

ideas and react to them. They

create a checklist together.


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End

Checking their thoughts: 25

minutes

Re-evaluating: 15 minutes

Divide the class in to groups of

3 or 4 depending on size. and

give each group a paper copy

of the speech of Winston

Churchill.

Tell them that reading the

whole text will take too long.

They will need to devise a

strategy to get the answers as

quick as possible.

Ask the students where they

found the answers.

Then ask them their opinion

about the speech.

Each group will have to check

if they can find all the things

on the checklist.

They need to highlight wherethey found the things on the

checklist.

They need to read/scan the

text for the answer to their

own checklist.

The students will have to say

where they found the answers.

Finish


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Lessonplan 6



Learning goals:

The students can express their feelings about a terrible event. The students learn what a head of state would say after a terrible event The students know what a speech entails and what are the important things about speeches.

Content:


Start

5

10


Goals & activities.

Activating pre-knowledge, let

the students think what a

speech is about.

Listening

Participating in making a mind

map of what a speech involves.

Activities

30

30

Show them some examples of

speeches.

Ask the students how he says

things. Mention pitch, volume

and emotion.

Form groups and let the

students write a speech

according to the checklist

Evaluate the speeches and

discuss what is in the

speeches.

The students create a checklist

for speeches.

The students are going to

create a speech and speech it

towards their group members.

End

15 Evaluate the learning goals Self reflection on their own

skill in speaking.

Finish


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Introduction of the lesson: 5 minutes

Goals:

The students can express their feelings about a terrible event. The students learn what a head of state would say after a terrible event.

Activities:

What is a speech? Examples

o What did they say? What would you say?

Creating your own speech give a speech

What is a speech? 10 minutes

They have heard and read the speech Winston Churchill gave during a previous lesson and remind the

students of that speech.

Let the students form pairs and let them write down what they think a speech is for and what are the

important things that a person giving a speech has to say. Let them also write down what kind of

speeches there are.

When they have done that ask them to tell what they thought of. Write down the kind of speeches they

found. When the list on the board ask them which of those speeches would be told during a war? They

can add some other speeches if those come to mind.

The goal of this exercise is to get them thinking about speeches and prepare them for the following

speeches.

What is in a speech and how does one tell a speech: 30 minutes

On the following website are a few fragments of speeches Churchill gave. Let them listen to it ( they can

read along as well) During the fragments they will need to note down a few things:

Why did Churchill gave this speech?


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What is Churchill trying to achieve and how does he say it? Does Churchill do anything with his voice? Think about pitch and volume.

http://www.bbc.co.uk/history/worldwars/wwtwo/churchill_audio_01.shtml

When they are done answering the questions ask them why he gave those 3 speeches.

First speech: was given because they lost a battle and he needed to encourage the people. Second speech: was given because they were going to fight and people would die without

anyone hearing their deeds. But that they would fight nonetheless.

Third speech: This is the victory, speech they won the war.

When they know why each speech was given let them create a checklist for each of those speeches. In

groups of four they need to write down a list of things that the person giving the speech has to following

in order to get a good speech.

Those checklists are going to be used in the next activity.

Goal of this activity: is to prepare them for a speech and what it entails.

Creating a speech and giving a speech: 30 minutes

The students are still in the previous groups of four but now 2 of each group need to move clockwise to

another one so that the groups are mixed and have different checklists.

With everyone having 3 checklists for 3 different kinds of speeches it is time for them to create and give

their own speech. Everyone has to chose one of the 3 kinds of speeches and needs to prepare a speech

of about a minute using those checklists as a reference. The students are going to pretend they are

Churchill and need to address the people of Britain and tell them what happened. They can't copy the

speech Churchill gave.

Everyone has to give the speech in those groups of four and while one student is giving a speech the

others need to check with their own checklist if the speech is a good and convincing one. When that

person is done with the speech every other group member has tell what did they hear and checked withtheir list giving feedback to the student on their speech. Grammar is not as important as the message is.

The goal of this activity: is to get to provide feedback on their own speaking and using tools to get them

paying attention to their speaking.


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Evaluating: 15 minutes

After all the speeches have been said. Everyone has to write down what did they learn about their own

speech what were the good things and what were the things that they can use to improve. Ask thestudents to tell the class what they learned about speeches. Ask them if they could use a few of those

things for the end presentation.


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Lessonplan 7



Learning goals:

Students learn about the role of women during World War 2

Students learn to write as though they are another person.Content: Women in the world war two


Start

20 The teacher shows the

students pictures of men and

women during world war two

and asks the students to

compare the two.

Participate in class discussion

Activity

20

35

The teacher shows the

students the video and

discusses the video with the

students.

The teacher gives the students

their writing assignment and

helps students with their

assignments.

Students watch a video about

women during world war 2.

Writing.

End

15 In groups the students discuss

the diary page with each

other. The teacher walks

around the class room and

checks if the students did their

job.

Speaking, discussing their work

with each other.

Finish

http://www.youtube.com/watch?v=a2ynhrEZq8M
http://www.youtube.com/watch?v=a2ynhrEZq8Mhttp://www.youtube.com/watch?v=a2ynhrEZq8M


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Students learn about the role of women during world war 2 Students learn to write as though they were another person

Activities:

Watching and discussing the video Writing a diary entry Discussing diary pages

Showing and discussing the video: 20 minutes

Show your students the video. Ask your students what they think about all the different roles during the

second world war. Especially from the women. Students are being asked to think about all the womenduring the second world war. They have a small talk about the video.

The goal of this exercise: to activate pre-knowledge and to get students to think about possible things to

write later on.

Writing the diary entry: 35 minutes

Explain the assignment to your students. Your students need to write a page in a diary from a woman

who worked in the second world war. They are allowed to choose their own character. The diary page

needs to be about 200 words.

The teacher walks around and tries to help the students. The teacher needs to give feedback as well,hand out dictionaries etc.

The goal of this exercise: to get students to write from someone else's perspective.

Comparing and discussing diary entries: 15 minutes

Students work in groups of 4 to 6 to discuss their diary page. They explain their diary to each other and

the tell why they made certain choices. They give each other feedback on their writing, and read what

they think is the best diary entry out loud to the rest of the class.

The goal of this exercise: to get students to critically think about their own and each other's work.


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Lessonplan 8: D-Day


Target group and level: MBO 4, level B1

Learning goals:

The students learn to summarize a major event. The students learn how to combine different sources into one story

Content:


Start

10

The teacher asks questions to

activate the students pre-knowledge about D-Day. After

that the teacher does an

introductory talk, explaining

which countries were involved

and what D-day was.

Listening, participating in class

discussion, taking notes.

Activity

40

Instruct the students to watch

the video and then read the

text. Explain that they need to

take notes for the final

assignment for this class.

Listening

End

40


assignment to the students

and helps students during the

making of their summary.

Write the summary.

Finish

Video:http://www.youtube.com/watch?v=rxk9nyCsfEk

Text:http://www.ducksters.com/history/world_war_ii/d-day_invasion_of_normandy.php
http://www.youtube.com/watch?v=rxk9nyCsfEkhttp://www.youtube.com/watch?v=rxk9nyCsfEkhttp://www.ducksters.com/history/world_war_ii/d-day_invasion_of_normandy.phphttp://www.ducksters.com/history/world_war_ii/d-day_invasion_of_normandy.phphttp://www.ducksters.com/history/world_war_ii/d-day_invasion_of_normandy.phphttp://www.youtube.com/watch?v=rxk9nyCsfEk


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- The students learn to summarize a major event.- The students learn how to combine different sources into one story

Activities:

Reading and discussing the text Writing about your own experiences Evaluating learning goals

Watching the video and reading the text: 40 minutes

The teacher shows the video to the students and instructs them to take notes. They will need these

notes when they're making their summary, because they can't directly copy any of the material. After

watching the video there will be a short talk about the video (what is it about, what did you think, which

things seemed important) before the students start reading the text. The students are also meant to

make notes for the text so they can have those handy when the text is discussed.

The goal of this exercise: to activate pre-knowledge and to give students different sources to write on

later.

Writing the summary: 40 minutes

The students have to write a summary of the main points of D-Day, including the following:

- Preparations before D-Day: the false information leaked to Germany, the fake army base;- Who The allied forces were;- Which beaches Britain stormed;- The importance of the weather;

The summary has to be around a 150 words. They are allowed to check the video and text for

clarification but the summary must not be an exact copy of the materials. They have to upload the

finished assignment onto their blog after they're done.

The goal of this exercise: to combine different sources about an event into one summary.


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Lessonplan 9



Learning goals:

Students learn how to write from a different person's perspectiveContent:


Start

5

5

Explain to your students the

importance of writing letters

to family members or friends.

Show the youtube clip to your

students.

Listening

Listening

Activity

45

20

10


assignment to the students

and helps students where

needed.

The teacher gives each student

one of the postcards written

by another student.

The teacher gives back thepostcards and divides the class

into groups. The students

show each other their

postcards and give feedback

on other people's cards.

Writing

Reading, they read the

postcard and react to what

another student has written.

Groupwork, students readpostcards and give feedback.

End

5 The teacher gets back the

postcards and explains that the

one who wrote the best

postcard gets a prize the next

day.

Listening.

Finish

http://www.youtube.com/watch?v=aBb3eMYWQ1o
http://www.youtube.com/watch?v=aBb3eMYWQ1ohttp://www.youtube.com/watch?v=aBb3eMYWQ1o


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Students learn how to write from another person's perspective.

Activities:

Writing a postcard Reflecting on postcards Discussion postcards in groups

Writing a postcard: 45 minutes

Explain the assignment to your students. Your students need to write a postcard from a soldier during

world war 2. They can also draw the front of the postcard. They all make one card each student. Walk

around and give help to students who need it.

The goal of this exercise: to let students practice writing something from another person's perspective.

Reflecting on postcards: 30 minutes

Students hand in their post card and the teacher divides them through the classroom. Everyone gets a

card and no one knows from who this card is. Students need to read the card and the teacher will ask

some students what they feel while reading it. They need to tell their emotion.

The goal of this exercise: to build empathy and to let students look at other people's matrial in a critical

way.

Writing and reciting the student's written texts: 30 minutes

Students work in groups of 3 or 4 and show each other their cards. The others need to give feedback.

The teacher walks around and checks if the students do this correctly.

The goal of this exercise: to get students to critically look at other people's work.


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Lessonplan 10



Learning goals:

Students learn how to talk about past events Students practice writing about past events Students practice talking about events as though they were present

Content:


Start

5

5


Goals & activities.

Activating pre-knowledge, talk

to students about what a diary

is and what kind of things hey

would write in it. Talk about

how those things would

change during a war.

Listening

Participating in class discussion

Activities

25

10

35

Students read the diary entries

and recollections of peopleinvolved.

Students take a look at the

language used in the written

sources; how do they talk,

what do they talk about?

Students choose an event from

the Time Glider and a persona

and write a diary entry from

the point of view of this person

using the things they discussed

in class.

Reading

Analysing written text

Writing a fictional diary entry

End

10 Students and teacher evaluate

the learning goals.

Reflecting on their writing skills

and work


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Finish


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Learn how to talk and write about past events Write about events as though you were there

Activities:

Talking about diary entries Reading texts and recollections Analysing talking and writing about past events Writing the diary entry

What is a diary? 5 minutes

Students are probably familiar with the concept of a diary from either movies, books, or their own

experience, and as such this part will likely not take too much time.

Ask students what a diary is and ask them what kind of things they would write in a diary. Let the

students give examples of the kind of things they would write in their own diary, should they have one.

Then, talk about how these things would change if they were writing their diary during World War II. Let

students give examples. Write down suitable examples.

If there are enough examples for the students to work with, move on to the next part of this lesson.

The goal of this activity is to activate any pre-knowledge that the students have regarding writing a diary

and to get them in the right mindset to write their own.

Reading diary entries: 25 minutes

Let the students read the stories in the following two links:

http://www.bbc.co.uk/history/ww2peopleswar/stories/92/a3917892.shtml

http://www.bbc.co.uk/history/ww2peopleswar/stories/57/a5101057.shtml

The first link is from the perspective of a soldier and shows the dark and gritty part of direct combat. The

second story are a couple of diary entries written by a British nurse stationed at Gebeit. These two

stories offer two different perspectives on the war, the first one giving a direct and personal retelling of

a major event, and the other showcasing the mundane and the simple life people lived during the war.

After students are finished reading, let students tell you which they preferred reading. Also let students

explain why they prefer that story.
http://www.bbc.co.uk/history/ww2peopleswar/stories/92/a3917892.shtmlhttp://www.bbc.co.uk/history/ww2peopleswar/stories/92/a3917892.shtmlhttp://www.bbc.co.uk/history/ww2peopleswar/stories/57/a5101057.shtmlhttp://www.bbc.co.uk/history/ww2peopleswar/stories/57/a5101057.shtmlhttp://www.bbc.co.uk/history/ww2peopleswar/stories/92/a3917892.shtml


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The goal of this activity is to let students get familiar with the style of writing and speaking that comes

with writing a diary entry, so that they can apply these things to their own diary entries.

Discussing the language: 10 minutes

After the students are done reading, discuss the stories with them. Let the students tell you what kind of

language they saw in the stories and what kind of things the authors were talking about. What do they

think is important about the stories? What kind of words did the authors use?

Make sure to emphasize the fact that both these stories are mostly written in the past tense, as they

mostly talk about things that have already happened. It would be best if you let your students work

towards this. Work with your students to figure out what things overlap and what is different from the

things you discussed during the introduction of this lesson.

If you feel the students have enough input to work with, proceed to the next exercise.

The goal of this activity: Get students to think about what they've read in terms of language and form,

and to get the students to get more familiar with the Past Simple and Present Perfect.

Writing the diary entries: 35 minutes

This exercise is done individually. Students choose an event from the timeline to write a diary entry

about, and they choose a persona to write as. Their diary entries should be about 100-150 words long

and incorporate details about the day as well as being realistic. Once students are done, they should

upload this diary entry to their blog.

The goal of this activity: to get students to use the knowledge and skills they've been acquiring during

this and previous lessons.

Evaluating: 10 minutes

When students are done, take some time to discuss the goals with the students. Do they think they

were able to achieve these goals? Why, or why not?

The goal of this activity: to get students to reflect on what they've learned and done during the previous

lesson.


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Lessonplan 11


Target group and level: Mbo 4, level A2

Learning goals:

The students learn how to use the Past Simple in their speaking and writing. The students learn how to better work in groups.

Content:


Start

10

5

Introduction of the lesson,

learning goals and activities.

Handing out the lesson

material and giving the first

link.

Listening the introduction.

Forming groups.

Starting on the assignment.

Activity20

15

15

15

Giving reading instructions.

Tell that student have to

choose the event from the

timeline which they thing were

most important.

Giving writing instructions.

Write a summary of those

most important events using

timeline.

Giving instructions about the

comparison of events and

giving the link of the timeglider

Giving speaking exercise

instructions and feedback

afterwards.

Reading the timeline.

In groups choosing the events

Start writing the summary.

Start comparing the events

and working on explanation

about the importance and the

differences between the

events that have been chosen

by them selves and those on

timeglider.

In groups, giving short

presentation as speaking

exercise about chosen events.End

10 Evaluation of done work.

Evaluation of learned material.

Naming the things, they have

learned.

Naming difficulties.

Finish

Link:http://www.secondworldwarhistory.com/britain-ww2-events-timeline.asp
http://www.secondworldwarhistory.com/britain-ww2-events-timeline.asphttp://www.secondworldwarhistory.com/britain-ww2-events-timeline.asphttp://www.secondworldwarhistory.com/britain-ww2-events-timeline.asp


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Lessonplan 12



Learning goals:

Students learn how to create fictional scenarios. Students learn how to apply knowledge they've gathered for different purposes.

Content:


Start

5

5

Introduction about this lesson.

Tell your students shortly

about the end of the second

world war.

Show a clip about the end of

the second world war.

Listening

Listening

Activity

40

30

Teacher explains the last

assignment.

Students give a short

presentation about their

ending in front of the class.

Groupwork, students work

together to create their

scenario.

Speaking, students present

their end of the second world

war.

End

10 End of the lessons about the

second world war. The teacher

sees all the papers and also

explains the last challenge for

them.

Listening, receiving feedback

Finish

http://www.youtube.com/watch?v=OPcRfzRtM9o
http://www.youtube.com/watch?v=OPcRfzRtM9ohttp://www.youtube.com/watch?v=OPcRfzRtM9o


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Students learn how to create fictional scenarios Students learn how to apply knowledge they've gathered from different sources

Activities:

Coming up with and writing a different ending to world war 2 Presenting their ending to the class

Coming up with and writing their ending for world war 2: 40 minutes

Students need to work in groups of 4 to 6. They need to think of what the world would look like now if

the English did not participate during the second world war. They need to explain why they think the

war would have ended that way and give examples of some things that would be noticeably different.

Students are encouraged to draw examples of the things that are different (it is advised to discouragestudents from drawing huge swastikas and the like, though Germany winning should be considered as a

valid ending).

Students upload their final scenario onto their blog, together with any other material they've created for

their presentation.

The goal of this exercise: to let them practice with creating fictional scenarios

Presenting their ending to the class: 30 minutes

The students give small presentations about the ending of the second world war. The groups need to tell

each other how their war ended. They do this in front of the classroom. Other students listen and at theend they need to write down which end they likes the best, except for their own. The teacher gives

feedback and helps them.

The goal of this exercise: to create more individual responsibility for the students and to let them think

critically about other people's presentations.


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Process Report

The needs analysis

During the curriculum the students are going to learn about Britain in the Second World War. The

students are going to learn this by using the English language and tasks based upon the information

about the war that is provided within this curriculum. The students are going to learn about the

following historical topics:

The Blitz The Battle for Britain Speeches Women during the war The daily life of soldiers in the war

These historical topics are brought up during the curriculum and use different fitting assignments for

each of the topics. The students are going to develop their English skills while learning about the Second

World War. All of the language skills are used and will be present throughout the curriculum.

Speaking: The students are going to present their findings and are going to give a short speech Writing: The students are going to write a postcard and a diary entry Listening & reading: A lot of the materials that are used to give the students information is

either spoken or written text.


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Sources

The following sources have been used.

Ict sources:

http://timeglider.com/timeline/6eb05de27d3e7a9b http://dianoesja.wix.com/uk-during-ww2#!timeglider/cb9f

Information sources:

http://www.youtube.com/watch?v=euRlmTHpSCI http://atschool.eduweb.co.uk/chatback/english/memories/blitz.html http://www.warlinks.com/memories/mckellar.php http://www.ducksters.com/history/world_war_ii/battle_of_britain.php http://www.winstonchurchill.org/learn/speeches/speeches-of-winston-churchill/113-the-few http://www.bbc.co.uk/history/worldwars/wwtwo/churchill_audio_01.shtml http://www.youtube.com/watch?v=a2ynhrEZq8M http://www.youtube.com/watch?v=rxk9nyCsfEk http://www.ducksters.com/history/world_war_ii/d-day_invasion_of_normandy.php http://www.youtube.com/watch?v=aBb3eMYWQ1o http://www.bbc.co.uk/history/ww2peopleswar/stories/92/a3917892.shtml http://www.bbc.co.uk/history/ww2peopleswar/stories/57/a5101057.shtml http://www.secondworldwarhistory.com/britain-ww2-events-timeline.asp http://www.youtube.com/watch?v=OPcRfzRtM9o


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The project plan

The idea of this project based curriculum is to let students learn about the Second World War from the

point of view of the British. So the plan was to get students involved in the war by letting them find out

what really happened and how the war changed and affected the lives of a lot of different people. Not

only common soldiers were affected by the war but the Prime Minister as well. Most of the students

only learn about the Second World War from the perspective of their own country so therefore we

decided to get a different kind of view.

The development process

How we got from idea to theme to lessons and which methodology theories we used to support our

ideas. The groundwork for this curriculum was the methodology of CLIL. This curriculum does not only

teach the students a language but also about the Second World War. The integration of language and

content is something that can motivate students to learn a lot more and often without them noticing

that they are learning all those things. All of the grammar, for instance, is being thought inductively.They are going to write a postcard back home and that means that they are going to use the Past tense.

All of the assignments are based on actions that were common during the war. By letting the students

learn about the different sides of the war they will get a more in-depth view of what is going on. They

will learn how people felt during that war and as they are trying to get an understanding of those

feelings they are going to do things that people in those days also did like writing a post card or a diary

entry. But also giving a speech like Winston Churchill gives insight on what the war was doing to the

minds and hearts of people. By integrating empathy into the curriculum, students will learn a lot more

and will hopefully be a lot eager to learn more about the subject.

Sources:

http://www.teachingenglish.org.uk/blogs/claudiocol/clil-principles

http://www.cambridge.org.br/for-teachers/teaching-tips/a-z-of-methodology?inductive-

grammar&id=253


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Feedback

The main things we have pulled out of the feedback we got from our peers and teacher are the

following three topics

1. The subject too serious.The subject might be "too" serious however our target group, Military students, should know that war is

serious and that going in to the army is not a joke. Some might think that it is all fun and games and by

teaching them this curriculum they might understand that war is not a joke and that a lot of things

happen during a war that drives people to their limits. For the final product we could not change our

subject but this made us think about the effect of the curriculum on the students.

2. The skills? where are they?

The skills are there. The skills are woven in to the lessons and some of them are even based upon a

certain skill. Writing and speaking are represented by writing postcards, diary entries and giving a

speech. The reading and listening skills are mostly used as a means to start with the writing and

speaking skills. For our final product we cleared up our lesson plans a bit and made handouts which

makes it easier for the students to do the assignments and find out what they need to do.

3. The use and process of the input the students get.

The students use the input they get throughout the lessons. For instance: the speeches of Winston

Churchill are used in two lessons. One for reading and one for actually speeching. The information that is

given throughout the curriculum is used for the lessons that we made and eventually they will need to

make a final product which contains a lot of the input they got throughout the curriculum. So they are

prepared to make the final product by just following all of the classes. The assignments that they have

done are going to be put on their blogs which the teacher can check and see if they have done the tasks

and how they made them.


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Who did What?

Diana

Website builder Content uploader 2 lessonplans + handouts

Sharona

4 lessonplans + handouts Teachers guide

Pim

2 lesson plans + handouts Final test Timeglider Presentation

Jeroen

Final assignment 2 lesson plans + handouts Lesson plans editor Presentation

Rick

2 lesson plans + handouts Progress Report Portfolio and handing it in.

methodology 5 portfolio

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