Campo formativo: Lenguaje
Fase 6 - Inglés en Educación Secundaria
Third grade
Content 5:
School campaigns
School campaigns
Lesson plan
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Introduction (10 mins.) T start the class with a short video and images depicting people advocating for a cause. T asks Ss to share what they observe and feel about the images and video. T writes Ss’ answers on the board. T presents key vocabulary related to advocacy using images and simple explanations. Ss take notes. Video: https://www.youtube.com/watch?v=W5bh1JFo43U Questions: What do you see in the images/video? Can you describe the scenes and actions? How do the people in the pictures or video express their support for a cause? What emotions or feelings do the images/video evoke in you? Development (10 mins.) T hangs some pieces of paper with a list of advocacy-related words, such as “campaign”, “support”, “raise awareness”, and “change”. T asks Ss to match each word with its definition. T encourages Ss to discuss about the importance of these words in the context of advocating for a cause. Ss read a text about advocacy and answer some comprehension questions. T checks Ss’ answers and provide feedback. Consolidation (20 mins.) T asks Ss to make a list of school problems in the place they study. Then, Ss choose one and design a simple campaign poster. T encourages Ss to use images, slogans and simple messages to convey their advocacy cause. Ss should brainstorm practical and realistic solutions to the identified problem. Ss focus on positive and constructive ideas that can bring about change. T asks Ss to end the poster with a call to action, encouraging students, teachers, and staff to get involved in implementing the suggested solutions. Ss display the campaign posters around the classroom. Conclusion (10 mins.) T conducts a gallery walk where Ss observe and discuss each other’s posters. T facilitates a reflective discussion on what elements make a campaign impactful. Homework: Search information about a successful campaign of a cause they care about. Introduction (10 mins.) T hangs some pieces of paper with a list of campaign-related words, such as “petition”, “fundraiser”, “awareness”, “charity” and “promote”. T asks Ss to match each word with its definition. T encourages Ss to discuss about the importance of these words in the context of helping others. T hands out a worksheet to each S and asks them to complete some sentences using the key vocabulary. Ss check their answers in pairs before feedback. Development (15 mins.) T elicits from Ss what campaigns they know or have participated in. Ss discuss their key features and purposes. T hands out a worksheet to each S and asks them to match types of campaigns with the descriptions. After that, Ss match some descriptions of campaigns with their names. Consolidation (15 mins.) First, T puts Ss into small teams and provides each team a type of campaign (environmental, health, charity, etc). T asks Ss to brainstorm campaign ideas and present them to the class. T reviews key vocabulary and campaign types. Lastly, T asks Ss to share their favorite campaign from the team activity. For example: School problem: Littering Campaign idea: Recycling drive (Environmental) Key message: Reduce, reuse, and recycle. Target audience: School community Method of promotion: Posters and social media. Conclusion (10 mins.) Ss answer a quiz: 1. What is the purpose of a campaign? a) To sell products. b) To organize events. c) To achieve a goal. 2. Which of the following is a type of campaign aimed at protecting the place where you live? a) Health campaign b) Environmental campaign. c) Cooking campaign. 3. What is the purpose of a petition campaign? a) To raise awareness. b) To collect signatures. c) To promote a new item. Homework: Make a vocabulary journal. |
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