911 Call Dictogloss
Learning Objectives:
Read a text with proper pronunciation of vocab relating to the BLM Movement
Listen and record in writing what they hear in a verbal dialogue
Collaborate with a partner to fill in gaps of a conversation
Summarize the context of a real-world 911 phone call
Class Time Needed for Activity: 30 minutes
Preparation Time: 2 minutes to pull out a copy of the 911 dialogue for the two students at the front of the class.
Resources Needed: A printed copy of the script for the two students who perform in front of the class, note paper/pencils brought by students.
Introductory Blurb: Students will be engaging in a dictogloss activity to practice their speaking/listening skills. They will be listening to students read through the real 911 call that led to the George Floyd tragedy.
Procedure:
Ask for 2 volunteers to read a dialogue
Explain that the volunteers will be reading a short script you share with them for the class.
The two students will read through the script once and get clarification on their pronunciation
Ask other students in the class to take out a sheet of paper and try and copy down as much of the dialogue as they can as the students read through it again.
Demonstrate how to take notes of a script on the whiteboard. (Ex. 1: or 2: and then their line for each speaker)
Have the two volunteers read through the script twice while students take notes
Have students pair up and compare notes to try and form a full dialogue
Select several pairs to act out their dialogue they’ve come up with in front of the class
Ask students about the context of the text and what they notice about the content of the phone call
Who is calling 911?
What are they calling to report?
What details does the 911 dispatcher ask about George Floyd?
Caveats: Having ESL learners read the script may cause confusion for other students taking notes if they are not proficient in pronunciation. This is why you will dedicate an initial read-through to help students with any parts they are struggling with.
Options: This activity can be recreated with any dialogue. So you can choose whatever script you would like. Some dialogue may also have a recording paired with it, so you can play the recording instead of having students read for the class. The teacher could also read the dialogue aloud alone or with a student.
Crossword Puzzle
Learning Objectives:
Identify & label countries in which George Floyd/BLM protests occurred,
Match locations with events.
Switch sentences between passive and active voices.
Change the plurality of sentences.
Class Time Needed for Activity: 20 minutes
Preparation Time: 5-10 mins (depending on if they need to print out physical copies of the crossword puzzle)
Resources Needed: Online - computer with the video and virtual crossword puzzle links. In-person - computer with projector, physical copies of crossword puzzle
Introductory Blurb: Students will have completed a unit about the basic, general information about the Black Lives Matter movement and what events catalyzed the movement. Students are now starting a unit about more of the recent history and development of the movement, including protests. This activity will help show the growth of the movement to a global issue, rather than just a U.S.-centric issue.
Procedure:
1. Show the students the crossword puzzle and explain that they will fill in the crossword puzzle while watching the corresponding video about BLM protests all over the world.
2. Ask if students have done a crossword puzzle before, and if they haven’t, then explain that each row of boxes spells out a word (one letter per box) and that each row matches a description given at the bottom of the page. Ask if the students have any questions.
3. Give students the crossword puzzle and read each description out loud. Call on individual students to read each prompt for the class, and ask if everybody understands each prompt before moving onto the next prompt. Read through all prompts and then ask if the students have any more questions.
4. Start playing the video. Students can work on the puzzle during the video, or just take notes and fill in the puzzle after viewing the video. Once the video is done, give the students a couple of minutes to fill in their puzzles and ask if they would like to view the video again. If the students would like to watch it again then play the video for a second time, and give them another minute or two after the video to finish their puzzle.
5. Once the students have finished their puzzles, have them discuss their answers with one or two other students*. Give them about 2 minutes to discuss their answers together.
*If there are only a few students there that day, skip partner discussions and move straight into the next step.
6. After the students have compared their answers with each other, call on individual students to give an answer to each prompt and continue calling on students until every prompt is correctly answered for the whole class.
7. After going over all of the answers to each prompt as a class, read through each prompt again and ask students to change the plurality of each sentence and say it for the class after using the following example: “Statues of slave traders were torn down in this country.” would be changed to “A statue of a slave trader was torn down (in this country).”
Resources:
Adobe Spark PSA
Learning Objectives:
Research an instance of violence against a member of the Black community in the U.S.
Explain the victim of racism’s background, story, and public response following the incident.
Create an effective public service announcement about the BLM Movement.
Class Time Needed for Activity: 1 hour and 45 minutes over 2 class periods.
Preparation Time: 2 min to pull up adobe spark and sample video.
Resources Needed: Sample adobe spark video, research guide, and resources guide.
Introductory Blurb: Students have been learning about the history of the Black Lives Matter movement and its issues today. This speaking activity will give students the opportunity to dive deeper into one specific case of racism that has contributed to the BLM movement.
Procedure:
1. Explain to students that they will now get to research a specific case that contributed to the Black Lives Matter Movement and make their own 1-3 minute long PSA video. (If students don’t know what a PSA is you can explain that here)
2. Pull up adobe spark and show them how to create an account.
3. Show students how to make a new presentation. Select the “new slideshow” option from the home page, then select the “start from scratch” option.
4. Demonstrate how to add a new slide, add text, add photos, add music, and change themes.
5. Show a completed version of your video.
6. Project the research guide that will help students fulfill all the requirements of the presentation
7. Replay the video and pause to ask students which section of the research guide was in the video.
8. Share a document with the options for cases and resources students should use to fill out their research guides. (Students should be pre-assigned to cases on this document)
9. Share the research guide and instruct students to make a copy for themselves.
10. Give students 20 minutes of class time to fill out their research guides and ask for help if needed.
11. Explain that if students get done with the guides early, they can begin their adobe spark video.
*END OF FIRST CLASS PERIOD*
12. Students will spend 45 minutes creating their adobe spark videos in the next class period.
13. When all students are done with their videos, they will be sorted into groups that have AT LEAST 1 of each case and they will present to their peers.
14. Students will take notes on their peer’s presentations
Resources: