Skills and Strategies in Focus: ???
Age and Level: High school, B1
Length of Lesson: 90 minutes
Materials Needed:
Whiteboard or chalkboard
Markers or chalk
Slides for Pronunciation
Video in the slides presentation
Slides for Listening
BINGO worksheet
Lesson introduction:
This lesson aims to introduce students to the concept of neurodiversity as well as specific conditions that fall under the neurodiversity umbrella.
In this lesson, students will:
Provide information for a KWL chart that the teacher can use to guide the rest of the unit (warm-up)
Expand on the information they gave for the KWL chart in a spontaneous discussion ("Say it in Syllables" & Pair discussion as a review)
Watch a video explaining the concept of neurodiversity (listening task) and be able to apply their understanding to the KWL chart.
Demonstrate their understanding by having a pair discussion and sharing out to the class what they learned. Thus, writing it on the Learn part of the KWL.
By the end of the lesson, students will be able to:
Find their own ways of learning
Find necessary support when they need it
Understand the definitions of key vocabulary
Pronounce key vocabulary with appropriate stress
Recognize key vocabulary in a video
Teachers should familiarize themselves with the concept of neurodiversity as well as be able to identify neurodiverse conditions like tourette's, autism spectrum disorder (ASD), dyslexia, and others.
Teachers should also familiarize themselves with the stigmas, misnomers, and offensive terminology surrounding neurodiversity (e.g., calling someone with ASD "high" or "low functioning").
Teachers must also understand that this subject may be upsetting for some students. Bullying is a real issue, and neurodiverse students should not be put on the spot or "outted."
Activity: KWL Chart & TedTalk
Time: 25 minutes
Materials:
Whiteboard
Markers
Instructions:
Write the agenda on the board
Neurodiversity
KWL chart -- Designate the left side of the whiteboard as the "Know" column. In the middle make it the "Wonder" column. And the most right side as "Learned".
Tedtalk by Nathaniel Hawley
Say It In Syllables
BINGO
Pair Discussion
Review/Conclusion
Tell students that the aim of today’s lesson is neurodiversity.
Ask students what they know and wonder about neurodiversity
write them on the whiteboard under their perspective column
Explain to students that they will watch a TedTalk video
Furthermore, that the first time they listen through, it's just for them to have exposure to the words and context.
Ask students what they learned and if they have a question from the video.
Transition in the Presentation for Pronunciation
Activity: Introduction to Vocabulary and support at schools
Time: 15 minutes
Materials: Slides for Pronunciation
Instructions:
Introduce key vocabulary and the definition of each word.
Introduce support that students can get from schools.
Ask students if they have any questions and take the time to go over what they are confused about before moving onto the Practice/Application presentation.
Activity: Video Watching & "SAY IT IN SYLLABLES"
Time: 10 minutes
Materials:
Slides for Pronunciation
Instructions:
Tell students that they are going to play a game in a group.
Have students create a group of 3 to 5 and sit in a circle. Either in at their desks (which they might have to move)
Give them the following directions:
We are going to have a starter. Who will read the word on the screen and says how many syllables it has.
The person to the right will then say the first syllable of the word.
Continue counterclockwise, the next person will say the next syllable until we have completed the word.
The next person to the right is the starter for the next word.
We will continue until all the words have been done.
Ask students CCQs.
How many people should be in one group?
What does the starter say about the word?
What does the person to the right do?
What happens after the word is complete?
Have students play the game for the remaining time allocated for this activity.
Activity: BINGO
Time: 20 minutes
Materials:
BINGO worksheet
Instructions:
Distribute a BINGO worksheet to each student.
Give them the following instructions:
We will listen to the same Ted Talk video as we saw earlier
But this time, we will be using the worksheet I have handed out.
Using the word bank, fill in the blanks on your BINGO worksheet.
Mark the appropriate space when you hear one of your words in the video.
Say “BINGO!” when you have marked all six spaces.
Ask students CCQs.
What are you going to do first?
What are you going to do when you hear one of your words?
What will you do after you fill in all six spaces?
Play a TedTalk video and have them do the BINGO activity
To not be uninvolved in the activity, grab your own worksheet and do it with them. Or model the filling in and marking the spaces.
**The focus of this part should really be on having the students try to understand people who are neurally diverse and step into their shoes, as well as to build tolerance and compassion towards individuals who are different from them and who process things differently.
Students, peers, friends, family etc. who express neurodiversity should not be victimized, shamed, or exiled. They should have a seat at the “table” too
Diversity, in any form, should be celebrated!
Activity: Pair discussion
Time: 15 minutes
Materials:
The teacher will need access to either a computer and projector or a smartboard.
Alternatively teacher could write questions on the board
Instructions:
Tell students that they are going to discuss with a partner what they have learned and done today.
Write the discussion questions on a white-board.
What is your favorite way of learning?
What are some support they could get at school?
What did you learn today?
Ask students to find a partner and ask each question.
Then, if they can, share out to the class and record their responses in the "Learned" column of the KWL chart that was used at the beginning of the lesson.
**The focus of this section is to make sure the students know the basic concept of neurodiversity as well as to clear any confusion that may have arisen. Furthermore, the Kahoot quiz results for each question will give the teacher a better understanding of where the group is as a whole in terms of understanding the material.
**The focus of this section is to make sure the students know the basic concept of neurodiversity as well as to clear any confusion that may have arisen. Furthermore, the Kahoot quiz results for each question will give the teacher a better understanding of where the group is as a whole in terms of understanding the material.
Appendix A: