Language Skills and Strategies in Focus: Listening Skills, Reading Skills, Comprehension, Pronunciation
Age & Level: Teenager/High School Age; Level B2-C2 (Per CEFR Levels)
Length of Lesson: 90 Minutes
Material Needed
Laptop or projector for video play
Slide deck (optional)
Printer access for handouts
Handouts
Paper
Writing Utensils
Recognize what Title VII of the Civil Rights Act of 1964 is and identify the benefits.
Demonstrate and practice pronunciation skills through the use of the International Phonetic Alphabet.
Interpret vocabulary words based on their phonetic sounds singularly and within the whole word.
Arrange a poster to showcase what other areas within linguistic discrimination they would like to see specifically targeted by legislation.
Share what they learned and their findings, thoughts, and emotions on the lesson as a whole.
Link to Video: Title VII of the Civil Rights Act of 1964 Video
Relevant Vocabulary:
Discrimination
Prohibit
Termination
Compensation
Anti-discrimination
Labor Unions
BFOQs
EEOC
Regulation
Seniority
Congress
Equal Employment Opportunity Act
Enforce
Provision
Activity: Crossword Puzzle
Time: 25 minutes
Materials: Appendix A
Before Activity:
Watch Title VII video from Warm Up
Activity:
Students use the vocabulary list to answer the clues for the crossword.
Using the International Phonetic Alphabet (IPA) and the given sounds menu, students will break down each word to its pronunciation to put the correct vocabulary term in the crossword.
Students should be given 10-15 minutes to finish the puzzle.
The teacher can scaffold wrong answers by telling the students what the correct definition is or by asking other students if they know the answer.
After everyone has completed the puzzle, go over the answers as a class by calling on students to give the word and how they spelled it with IPA/Sounds Menu.
CCQ's:
What two things can and should you use to help fill out the crossword?
How much time do you have?
Article Read: Bilingualism and Identity
Article Read: Bilingualism and Identity
Materials: Appendix C
Time: 15 minutes
Give students 5-7 minutes to read the article and highlight any words they do not know.
After the individual read, clarify any unknown words from the article.
Then as a class, re-read the article.
Activity: Protest Poster Design
Activity: Protest Poster Design
Time: 30-45 minutes
Materials: Paper, pens/pencils/markers, Internet access for research
Before Activity:
Students should have watched Title VII video and read the Bilingualism and Identity article about someone's personal experience.
Activity:
Students will be creating a mini-poster about legislation, existing or made-up, regarding linguistic or accent discrimination.
Students also have the option of making a motivational poster with tips and tricks on how to feel comfortable in one's own identity.
The students can choose to work individually or in pairs.
After about 25-30 minutes, students will share posters.
This can be done either as a whole class or in groups.
Optional: students can also choose to make a poster about a personal experience dealing with linguistic discrimination and how they overcame it.
CCQs
Can you create your own idea?
Can you use something that exists?
How much time do you have?
Wrap-Up
Reflection with AEIOU Activity:
Have students respond to the prompts on the AEIOU sheet linked on the Teacher Tools and Appendix B on Lesson Plan Layout document either in pairs or alone.
This activity can serve as an exit ticket or graded assignment.