Infusing Thinking Skills into Pilot Subject _ English by sdfwerte

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									    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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