Lesson Overview

Approximate Time Required: 2 minutes

Steps & Teacher Directions:

1. Tell students that they will be taking the vocabulary and knowledge from the past two lessons and at the end of this lesson, will be able to talk about events that often occur in the life of someone struggling with homelessness. 

2. Tell students that the final project for these lessons will be creating a flipgrid where they speak about examples of these experiences for three minutes.

Make a story about the picture (Appendix A)

Approximate Time Required: 15 minutes

Steps & Teacher Directions:

1. Tell students that they will be looking at a picture that has to do with homelessness. There will be three different pictures.

2. Give each student one of the pictures.

3. Instruct the students look at the picture for one minute and brainstorm in their head some ideas of what is happening in the photo.

4. Provide  the students with the questions in Appendix B so that they will have some guiding questions  to think about answering about their picture.There are no right or wrong answers; but studenst should use what they have learned so far to mention any possibilities that arise. Post the vocabulary words from the last lessons on the board as well for reference.

5. Instruct students to begin writing. Tell them they can write in full sentences or bulletpoint information about their picture that they will be sharing with others. Give students about 3-5 minutes to write.

6. Once students are done, make groups of three so that each group has one person with each person. Together, they will share their answers and see if they can brainstorm any other ideas regarding what the pictures are about. 

7. After about 5-7 minutes, the teacher will have groups share what they notice about each picture and possible explanations for what they see. The teacher can introduce concepts such as: anti-homelessness architecture and homeless sweeps.

Topic: Phrasal Verbs

Approximate Time Required: 20 minutes

Steps & Teacher Directions:

1. Tell students that they will be learning about phrasal verbs. A phrasal verb is a phrase consisting of a verb and another element, typically an adverb or preposition. In other words, it is a group of words that all function as the verb- but oftentimes do not have the same meaning as the regular verb. 

   1. Ex: pay for, look down on, etc 

2. Go over the different most common phrasal verbs (Appendix D ) and have students read the examples aloud. 

3. Have the students get into pairs of 2 and hand them the scenario worksheet (Appendix F).

4. Once the students are in pairs, they should look through all the scenarios (give 3 minutes to read over). After the students read them over, go around the room and assign each group 1 (or 2) scenarios.

• For each scenario there are two options that the students can choose, and each option helps with the informal and formal register of phrasal verbs.  (10 minutes). Make sure to have the students write out their responses to the scenarios. 

• After each group went through their scenarios, ask a few students to showcase their scenario dialogue. 

• Explain that the phrasal verbs will help when creating the Flipgrid because they bring all of the sentences together into a cohesive storyline. In addition, they  add more descriptiveness than a normal one-word verb.

Misconceptions and problems surrounding people that are homeless

Approximate Time Required: 30 minutes

Steps & Teacher Directions:

1. Tell students that they will now be putting themselves in someone else's shoes- looking at situations and decisions that people that are homeless have to deal with everyday.

   1. Make it clear that the point of this activity is to see how quick and easy it is for someone to lose their house and become homeless.

2. Tell students that after they go through the simulation, they will be making a flipgrid. The point of the flipgrid is to use their simulation experiences and knowledge and vocabulary from past lessons to talk about the misconceptions, problems, and stigma that people that are homeless face. 

3. Tell students to make detailed notes of their experiences as they go through so that they have something to look back on while they are recording their flip grid

4. Have all students open up the simulation game (In appendix C) 

• Teachers can feel free to edit data, and situations that can better reflects the countries that students are from

5. Go through the first three slides of the 4 slides together

• Can possibly popcorn the reading with students so they can practice speaking

6. Then instruct the students to click through the powerpoint, choosing their answers as they go along. 

7. Then they can being working individually or in partners for this task.

Informal Assessment/Wrap Up

Approximate Time Required: Homework

Steps & Teacher Directions:

1. Prior to the class, the teacher should go to flipgrid’s site (Appendix E) and click +Group to create a new group. Follow the prompts by creating a classroom flipgrid, specifying the age of students, and naming the group “Simulation Game: Breaking the Stigma of Homelessness”

2. Direct students to the page of the flipgrid by writing down or sending the link out.

3. Instruct students that for this assessment, they are supposed to film an audio or video clip that is essentially walking their audience through their life in the simulation and connecting it to the information learned in the past three lesson. 

• • They should start from the beginning, and transition through each path that they took and to give a brief explanation of each one, all the way to how they ended up. 

  • Students should be encouraged to focus on the causes, effects, phrasal verbs, transition words, and descriptive words that they experienced. 

  • The flipgrid should be around 3-5 minutes long.

  • Students can take and retake as many times as they please

4. Once the flipgrid is completed, they will submit it to the group.

Students are encouraged to watch/listen to other students' Flipgrids to hear several perspectives or paths they could have experienced, however students are required to respond to at least 1 other person’s Flipgrid, with a 30 sec. - 1 minute long response.