Infusing Thinking Skills into Pilot Subject ( English) --- Lesson Plan Subject : Use of English Level: F.6 Duration: 80 minutes Lesson Title: Youth Crime Adapted from Skills Building Unit 6 P.86 to P.89 published by Longman Clipping 4 Government cannot take parents’place Objectives: 1. Students will be able to evaluate different pieces of information using the thinking skills models for identifying causes and effects, and . 2. Students will be able to widen their scope by acquiring knowledge of the crime situation in other parts of the world. 3. Students will be able to synthesize different kinds of information into logical evaluations and decision making written in complete sentences Teaching Aids: Handouts and video projector Previous Knowledge: Students were introduced to the unit of Youth, Crime and Punishment. Details can be seen on P.81-85 of the book. Procedures: I. Pre-reading activities a. Motivation Teacher asks the following questions to help students relate their knowledge and experience to the topic. i) Have you heard of any serious youth crime cases in the USA? ii) What do you know about parenting in the USA? iii) Should parents be punished too if their children were found to have committed crimes? Can you give some examples to illustrate your point? B. Silent reading Teacher asks students to read Clipping 4. II. Post reading activities a. Teachers checks comprehension by asking students the following questions: i) Which incident made people in the USA start to think parents should be s responsible for their children’ crimes? ii) Why did some people think that the parents in the incident should be responsible? iii) What has happened to the government agencies in the USA and Canada that used to help teenagers with problems? iv) Where are the causes for youth crimes? . Clipping 5 Study fails to focus on the link between criminality and fictional violence Procedures I. Pre-reading activities a) Motivation Teacher asks the following questions to arouse students’interest and help them relate their previous knowledge and experience to the topic. i) Do you watch violent films? ii) Do you know any friends who like watching violent films? iii) Do you think people who like watching violent films may commit crime more easily? b) Silent reading i) Teacher draws the students’attention to line (7-9) and line 53-59, the topic sentences of the paragraphs. ii) Teacher reminds students a paragraph may not contain a topic sentence and the topic sentence may not be the first sentence of the paragraph. iii) Teacher tells the students the article can be organized under the following headings. (1) Introduction (2) Background of the study and research findings (3) Different interpretations of the research findings (line 7-9) (4) Method used in the research study (line53-59) (5) Conclusion (6) Action II. Post-reading activities a) Teachers checks comprehension by asking students the following questions: i) Which incident made the British government launch the research study? ii) What did the researchers find? iii) What method did they use? iv) What action would the government take? b) Pair work Fill in the chart for cause and effect. Possible causes of youth crimes Lack of parental guidance Peer group influence youth crimes Violence in video games c) Group discussion: . i) Teacher divides students into groups of 4 and students discuss the following topic. Which are the most and least important causes of youth crime? Why ii) Each group presents and accounts for their ideas. d) Essay writing i) Teacher refers students to clippings 1-5. ii)Teacher gives the students the model for decision making and guides the students through the thinking process.(The following is an example. Students will have their own answers.) iii) Teacher will remind the students that this is just a very brief outline and they need to elaborate each point in great detail. iv) Teacher will remind the students that they can argue whether the options fulfill each of the criteria e.g. human rights Should corporal punishment be used at school? Establishing criteria OPTIONS Corporal punishment Counseling CRITERIA 1. Human rights Nobody has the rights to cause Does not violate human physical pain to other people rights Priority Ð P 2. Developing May be effective for fear of May be effective for having self-discipline physical pain found out the root of the P problem and reform P 3. Deterring bad May be effective but students may May be effective and has behavior misbehave when they think their long term effects behavior will not be discovered P Ð 4. Efficiency Stop bad behavior immediately May take longer time P Ð 5. Manpower Save manpower One-on-one counseling P requires a lot of manpower Ð DECISION MAKING Counseling may take more time to help one reform but the effect is more long-lasting . III. Follow-up exercise iv) Teacher asks the students to write a short essay on the topic. Recapitulate Ans: Thinking about thinking: 1. What method did you use to identify the causes and effect from all the given articles? (suggested answers: by going through all the information in the different articles, singling out those that explain why crime occurs and combining similar ideas together) 2. How did you determine whether corporal punishment be used at school or not? (suggested answers: by establishing certain criteria and their priority or relative strengths for judgment.) . Class: Name: Youth crime Worksheet on thinking skills Task 1: Causes and effect Possible causes and effect of youth crime Task 2: Decision making Should corporal punishment be used at school? Establishing criteria OPTIONS Corporal punishment Counseling CRITERIA 1. Human rights Priority 2. Developing self-discipline 3. Deterring bad behavior 4. Efficiency 5. Manpower DECISION MAKING Counseling may take more time to help one reform but the effect is more long-lasting .
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