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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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Target group and level: Mbo 4, level B1
Learning goals: Training speaking skills, vocabulary, working in pairs
Content:
Time in minutes Teacher activities Student activities
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
Duration: 90 minuten
Target group and level: Mbo 4, level B1
Learning goals:
The students learn more about Britain's role in WWII and the Blitz.Content:
Time in minutes Teacher activities Student activities
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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Introduction of the lesson: 5 minutesGoals:
- 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
Duration: 90 minuten
Target group and level: Mbo 4, level B1
Learning goals:
Students learn how to describe something they've seen or experienced Students practice describing things they've seen or experienced
Content:
Time in minutes Teacher activities Student activities
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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Introduction of the lesson: 5 minutesGoals:
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
Duration: 90 minutes
Target group and level: Mbo 4, level B1
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:
Time in minutes Teacher activities Student activities
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
Duration: 90 minuten
Target group and level: Mbo 4, level B1
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:
Time in minutes Teacher activities Student activities
Start
5
10
Introducing today's lesson:
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
Duration: 90 minuten
Target group and level: Mbo 4, level B1
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
Time in minutes Teacher activities Student activities
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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Introduction of the lesson: 20 minutesGoals:
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
Duration: 90 minutes
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:
Time in minutes Teacher activities Student activities
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
The teacher explains the
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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Introduction of the lesson: 10 minutesGoals:
- 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
Duration: 90 minuten
Target group and level: Mbo 4, level B1
Learning goals:
Students learn how to write from a different person's perspectiveContent:
Time in minutes Teacher activities Student activities
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
The teacher explains the
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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Introduction of the lesson: 5 minutesGoals:
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
Duration: 90 minuten
Target group and level: Mbo 4, level B1
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:
Time in minutes Teacher activities Student activities
Start
5
5
Introducing today's lesson:
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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Introduction of the lesson: 5 minutesGoals:
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
Duration: 90 minutes
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:
Time in minutes Teacher activities Student activities
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
Duration: 90 minuten
Target group and level: Mbo 4, level B1
Learning goals:
Students learn how to create fictional scenarios. Students learn how to apply knowledge they've gathered for different purposes.
Content:
Time in minutes Teacher activities Student activities
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
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Introduction of the lesson: 5 minutesGoals:
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.