Storytelling: The Refugee Experience

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Lesson 2

Lesson 3

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Lesson Plan Objectives

Identify and Pronounce new vocabulary correctly.
Describe and Answer ‘what is a refugee? What is the refugee experience?’
Discuss the topics given, using present simple
Communicate with the words given as vocabulary in the context of the refugee experience.

Time: 20 minutes

First go over the worksheet vocabulary. Discuss at least 10 words, or all if time permits.
Open the Slides to the right. Read the directions on the slides as they appear.
Gather the students in partner groups of 2
1. Pass out the printed/ electronic worksheet. [Partner A] [Partner B]
2. Make sure each student is assigned Partner A or Partner B.
3. Perform a demonstration with a volunteer.
As the group work occurs, walk around and monitor.
When the majority are finished, help them correct their versions. Read the vocabulary word, slowly and clearly, then the corresponding definition. Show the slide with the answer key.
Make sure to remind the students that these words will be important, so they MUST write them down/ take a photo.

Storytelling_LP1_Slides

Time: 20 minutes

Project the video.
Play the video.
Count off the students by twos to achieve two large groups. Assign one question from the slide presentation to each group. Project the discussion questions for all to read.
Facilitate discussion and monitor. Option to bring back as a big group to discuss questions.
Homework for students: Diary from the eyes of a Refugee
1. Research the story of one refugee. Share internet resources (2) with students. Alternatively, students can create an imaginary person.
2. Think about how he/she felt while leaving their home country and staying in their host country.
3. Write a 300 word diary entry as if you were that person.
4. Hand out or project instructions and criteria.
5. Have the students write their fictional diary as homework.
6. Students will share their diaries in groups of three next class.

Time: 25 minutes

Play the podcast - first time for gist.
Handout the guided notes from Appendix G, then play the podcast for a second time. Ask the students to take notes on unknown vocabulary and details during the second listen.
Emphasize the importance of details for the next activity.
If applicable, go over unknown vocabulary.
Now using Appendix B, reread the transcript and change the highlighted details.
You will read this altered transcript aloud. Beforehand, ask the students to raise their hands when they hear a difference from the original transcript. Also feel free to use a visual aid (such as a PowerPoint) to emphasize the altered words.
Depending on time, you may replicate the transcript with different alterations.
Play the podcast a final time in order to remind students of the unaltered version.

(Activity adapted from Wilson, 2008)

On the board or using the Whiteboard function on Zoom draw a Venn diagram of Jamal Batar and Aden Batar.
Ask the students to call out information and YOU fill in their responses for each of the 3 sections; phrase questions that elicit a response: Where are they from? What position in the family? Age? Hometown? Differences?
If there are no volunteers, then cold call.

Using the Slides as you guide, explain the purpose of this project
1. Choose an object, person, memory, or cultural heritage to present in a 1-2 minute Adobe Spark Video.
2. Using voice-over or video function
Present the short guided tutorial and then play the example video.
Once the video has been shown, do you best to answer any questions the students may have.
Ask students to get out paper, and have them:
1. Write the Video Project guidelines
2. Take notes on topics that may interest them.
3. Use the Brainstorming worksheet:
  1. Go through each question, then turn the students to individual work.

Video_Project_Example_1.mp4