Housing Inequality

Activity: Vocabulary Jenga 

Time: 15-20 minutes 

SWBATs Targeted: 1 & 2

Procedure:

1. Students will be playing Jenga and work on pronunciation from the vocab list in Appendix B. 

2. Display the vocabulary list on the board so all students can see it. 

3. Say each word and have students repeat it after. This will give a good refresher on how to say the word in case students is not quite sure. 

a) Ask students individually to say some of the words. 

b) Try to have each student say at least one of the words out loud in front of the class. 

4. With 2 Jenga sets, you can divide the set in half which will allow for 4 different groups of students. 

5. Divide students into 4 different groups (no more than 8 in a group)  and have them arrange their desks into a square so there is a flat surface for the game. 

6. Give each group a set of Jenga and have students set up the game. The stack should be 3 horizontal and then 3 on top face the other direction. 

7. Give each group a vocabulary list (Appendix B) or you can leave it displayed on the board. 

8. Students will pull out a piece on their turn and see a number 

a) Students will then look at the vocabulary list and say the word that matches the number from the piece 

i. If said correctly the students can place the piece on the top of the stack 

ii. Students have 2 tries to say it correctly, if not another student will say it correctly for them. 

iii. The students who said it incorrectly then have to repeat the correct way as well as use the word in a sentence. 

iv. Once done, the students can then place the piece on the top. 

v. Students continue the game until the stack falls over. 

vi. Students can then re-stack the game and start over if time allows. 

9. CCQ’s

a. What does the number on the piece mean? 

b. What do you do if you say the word incorrectly?

Activity: Introduction to Pronunciation 

Time: 20-30 minutes 

SWBATs Targeted: 2

Procedure:

1. Review the presentation in the Appendix section 

2. Ask students the questions asked in the first slides to comprehend their understanding of English Pronunciation.

3. Explain the topics of phonetics, stress, and intonation in the slides and ask students if they have any questions once a topic has been explained. 

4. Have students practice pronunciation with the examples that will be given within the presentation.  

Activity: Running Dictation 

Time: 20-30minutes 

SWBATs Targeted: 2 & 4 

Procedure:

1. Begin by preparing the classroom for this activity. Desks should be moved to the side so students have space to run. The excerpt (Appendix C) should be printed (one for each group) and cut into different pieces for each sentence. Depending on the number of students you anticipate in each group, affix one or two of the sentences per student to the wall on one side of the room in random order.

2. Introduce students to the format of the activity with the instructions (following) and tell them that the sentences they will be reading come from the script of a video they will watch later.

3. Split students evenly into 3-4 groups (or more for larger classes), ensuring that each group has at least 3 students. Assign one student from each group to be the writer and have them sit at a desk with a writing utensil and paper; all other students in the group are runners for this round.

4. Have the runners of each group line up single file next to their writers, across the room from their assigned sentences.

5. When you give them the signal to start, the runner of each group should (safely!) run to the other side of the room where their sentences are, read one, try to remember as much as possible of the sentence, and then run back to their writer. The runner then must dictate to the writer what they remember in a normal voice, and cannot start speaking until they have reached the writer’s desk. If they don’t remember the whole sentence, the runner may run back to look again. Once they have dictated the whole sentence, it is another runner’s turn.

6. All the runners should take turns until they believe their writer has all of the sentences written down. Once they are done, the students should sit on the floor.

a) As an added activity, you can mix up the sentences when you place them on the wall. When the students are done, have them try to rearrange their own versions of the sentences in an order that makes sense to them.

7. Once all groups are done, ask the writer of one group to dictate their sentences to you out loud. After this, allow students from other groups to volunteer anything they wrote down differently. 

8. To ensure each student has a chance to play both roles, switch out the sentences with others from a different portion of the script, switch student roles, and start again. 

9. Once all of the sentences have been used and/or all of the students have had a turn in both roles, have the students help rearrange the desks/space into your normal classroom configuration and segway into the video, reminding them that they will be hearing the sentences they just practiced with.

10. CCQs:

a) What should the runners do?

b) What should the writer do?

c) When do runners switch turns?

d) How loudly should you talk to the writer?

e) What should you do when you have all the sentences written down?

Activity: Stop-phrase-go

Time: 15-20 minutes

SWBATs Targeted: 3

Procedure:

1. Start the video linked in Appendix A. 

2. Pause the video at these times: 1:25, 2:27, 3:17, 4:20, 5:20, 6:10. 

3. At each pause ask the students to turn to a partner and paraphrase what they just heard, and then further discuss feelings, opinions, or extra knowledge on the video. 

4. Have the students discuss for about two minutes, or until the conversation seems to have died down or changed the subject. 

5. Once the video is done, ask the students to raise their hand and say one or two sentences that paraphrase the video in order, until the entire video is paraphrased. 

6. Have a few students share their additional feelings, experiences, or knowledge they may have shared with their partners. 

7. CCQ’s: 

a) How many people do you talk to when the video is paused? 

b) What do you talk to your partner about? 

Activity: Student's Adobe Sparks Video 

Time: 15-25 minutes

SWBATs Targeted: 3 & 4

Procedure:

1. Students will have completed their video assignment about the different wealth gaps. 

2. Students will have worked in pairs

a) Each pair will come up and present their video 

b) After each video, share a screen with guiding questions to ask the class. (Appendix D) 

i. What county did you choose? 

ii. What was the gap they presented?

iii. How does it affect the chosen country?

iv. What are the differences with this factor for Upper Class, Middle Class, and Lower Class? 

v. Any questions for the presenters? 

3. Repeat this for each group video.