CTEL Instructor's Guide

Trainers Guide
This handbook contains a collection of teacher training modules developed under the U.S. Embassy
funded Civic and Tech through English Language (CTEL) program implemented by PH international in
partnership with Georgetown University School of Continuing Studies English Language Center.
The goal of the CTEL methodology workshops is for Civic Education, ICT, and English Language teachers
to learn and apply integrated teaching and learning techniques and approaches so that they can provide
students with experiential learning opportunities in democratic practices, and English and technology
use.
Table of Contents
Content-Based Instruction and Team Teaching / National Heroes .....................11
Democratic, Student-centered Instruction / Holidays ........................................169
Classroom Management / Diversity and Multiculturalism ............................... 297
Objective and Materials Development / Vocational and Life Choices .............. 421
Objectives and Assessment / Volunteerism ...................................................... 579

Notes on Content Based Instruction for CTEL Program
For purposes of the CTEL Program, the instructional model of Content Based Instruction (CBI)
will be new to participants. For this reason, this first module focuses on CBI and how the civics,
technology, and English teachers need to work together. Overall, civic education goals will be
developed and achieved through English language, and the English objectives need to align with
the civics language, structures, and outcomes needed. An additional dimension is the inclusion
of technology. The technology objectives, which come from a list provided during Phase I of the
training, should also align in each lesson with the Civics and English objectives; technology
teaching, similar to English, is designed to support productive output/assessment/authentic
accomplishment of a civics task using technology and English to demonstrate it. This may be a
power point illustration, a Venn Diagram in Word, a letter designed in Word, a flier using
images in Word or Powerpoint, or other product that allows students to show their learning.
One of the primary challenges for the teachers will be deciding what objectives for each lesson
are complementary and demonstration of student learning. Once they determine that, each
teacher should develop an objective, as in the model lesson plans included with each unit. The
objectives they select can and will be unique to the needs of their own student population, but
each should fit within a lesson; the teachers in turn will co-teach each lesson, focusing on their
teaching points and activities, and providing support to students.
Another challenge for participating teachers will be the process or classroom language they will
need to develop themselves (perhaps, if civics and/or technology teachers have weaknesses in the
English of their particular content area) and in their students. Each model lesson has a column in
the lesson plan for classroom language. They should identify other language as you review the
model lessons, and, more importantly, as they design their own lessons.
The microteaching will allow them to practice both areas of challenge: how they will collaborate
in their co-teaching in order to accomplish objectives, and the opportunity to practice their
language.
They will likely need extensive support in this. This kind of model is likely one that you may
have used in your classrooms, perhaps even without the need for explicit technology instruction
(depending on the demographics of your English students). In many ways, we rely on
technology for students to demonstrate their learning. In Georgia, this is very new, so support as
teachers proceed will be essential.
We are hopeful that the model lessons will provide them with strong templates to design their
own instruction; nevertheless, extensive support will be needed.
1
2
Civic and Technology Education through English Language (CTEL) Program
Georgetown University School of Continuing Studies English Language Center
MODULE 1: CONTENT-BASED INSTRUCTION AND TEAM TEACHING
Time Topics/Activities Instructor Information
Hour Introductions and CTEL CTEL Overview: Objectives, Modules, Portfolio,

1 Overview Lessons, Observations, Reflections, Sharing with
Colleagues (30 minutes)
Handout 1
Handout 2 Pass out Handout 2 and review.
Requirements:
Portfolio: Teachers should keep
resources, model lesson plans,
observation feedback, reflections,
and best practices sheets in
portfolio.
Sharing with Colleagues: CTEL
teachers can use portfolio to share
learning with colleagues
throughout school and record
results in reflections.
Please tell teachers that these workshops will be

active sessions, not lectures, that as a group, you will
be working through new pedagogical approaches and
designing lesson plans using civic education
resources.
Please also note that observations are intended to be

formative NOT EVALUATIVE and that
feedback will focus on helping to implement ideas
from the professional development sessions.
Answer questions.
Hour Introduction to Content Based Introduction to Content Based Instruction and Team
2 Instruction and Team Teaching
Teaching (For background, see Notes on CBI for
background context/ program framework)
Handout 3
Handout 4 The instructional model of Content Based Instruction
Handout 5 (CBI) will be new to participants. Overall, civics and
3
Handout 6 technology goals will be developed using English

Handout 7 language, and the English objectives need to align
Handout 8 with the civics language, structures, and outcomes
needed. Technology objectives will allow students to
use English and new technology skills to demonstrate
mastery of civics and English (as well as technology).
Civics essentially is the platform for learning both
English and technology, and technology is the
platform for demonstrating mastery of civics content
and English language skills.
Pre-lecture
Ask teachers to discuss the questions on

Handout 3 within their triads and to prepare to
share their ideas with others (See Handout 3)
(10 minutes)
Ask each group to share their ideas with the
class (or combine two or three triads if the
class feels restless; this will increase
interaction and decrease wait time) (10
minutes)
Interactive Presentation Presentation 1
(Included as Handout 4)
Please see Handout 4 Presentation 2 Instructor
Version.
At slide 6, note that the sample lessons will show

how all three areas work together: English to support
civics and technology learning, technology to show
civics and English learning, civics as the source of
the content instruction and English as the foundation
for all instruction.
At slides 19, 20, 21, have questions for subject

teachers to ask themselves. After showing the
questions on these slides, please refer to Handout 5
(referenced in Slide 22). Ask teachers to talk to
others in their traids to list some learning needs that
students will need to accomplish (objectives) and fill
in the handout.
After 10-20 minutes, elicit answers. If teachers are
4
stumped, continue the presentation and share

examples on subsequent slides. The purpose is just to
activate their thinking about the question of how a
joint objective has different learning components.
Before Slide 23 or after Slide 28, you can refer to

Handout 6, which summarizes the objective examples
for each area, as shown in slides 23-28.
Slide 31 refers to handout 7, which is a tool for

planning activities to support objectives they can use
later in the workshop.
Handout 8 (referenced in Slide 33) provides a lesson

plan template. Theyll work on lesson planning later
in the workshop, but this provides them a framework
to understand the model lesson and then their own
planning.
One of the primary challenges for the teachers will be

deciding what objectives for each lesson are
complementary and demonstration of student
learning. Once they determine that, each teacher
should develop an objective, as in the model lesson
plans included with each unit. The objectives they
select can and will be unique to the needs of their
own student population, but each should fit within a
lesson; the teachers in turn will co-teach each lesson,
focusing on their teaching points and activities, and
providing support to students.
Spend some time discussing how the

activities should support the objective, then
note that youll see some sample lesson plans
in the next hour.
Hour Introduction to Civic Presentation 2 presents Civic Education topic of

3 Education Topic 1: National National Heroes. Slide 2 asks participants for their
Heroes ideas about who is a national hero. Take time to
discuss this question.
Handout 9
Handout 10 Use the presentation to provide an overview of how
Handout 11
5
Handout 12 national heroes can be the subject of CBI.
Please see Handout 9 Presentation 2 Instructor

Version.
The PDF form of the powerpoint is Handout 9.
Handout 10 contains Lesson Plan Example 1

The presentation includes the steps involved in the

lesson plan so that you can discuss it and answer
questions as you proceed.
Please emphasize that these are only an example to

show how civics, technology, and English objectives
can fit together, with teachers taking turns to provide
instruction in their areas, and co-teaching and
managing the class. Students (and teachers) will
need English for the technology and civics
instruction; they will use technology to process their
civics and English learning. They can choose
appropriate levels of civics, technology, and English
objectives for their students.
The final column of the lesson plan handout

identifies some classroom language teachers may
need for activities. Ask participants to identify other
language they may need to teach the lesson.
Teachers can identify and practice additional
language.
Throughout the lesson, note that the English teacher

is also providing support for procedural language as
needed.
After each lesson, there are discussion questions that

link back to the civics topic and to the methodology
topic CBI. These are a way to reflect and
consolidate the model. Participants can discuss in
their triads.
Then provide Handout 12 a list of resources about
6
national heroes.
Hour Lesson Planning Workshop Ask participants to use Handout 12 or their own
4 textbooks or ideas for National Heroes, the example
To complete: lesson plans in Handouts 10 and 11, Handout 7, the
Handouts 7, 8
template for planning, and Handout 8, the lesson plan
template to design a 20-minute lesson to present to
For reference:
Handout 10, 11, 12 their peers.
First they need to discuss, in their triads, a focus and

For feedback: Handout objective for the plan, and what English and
13
technology objectives work with the civics topic.
They should fill out Handout 7.
After this pre-planning, they should move on to

Handout 8 to design a lesson plan using CBI
approaches, and deciding on which teacher will teach
which portion of the lesson.
Be prepared to help groups brainstorm a lesson plan.

If they are having difficulty, choose a basic approach
read about a civics hero and use a few new
vocabulary words and past tense verbs to write a few
sentences using word processing.
Participating teachers should work in their triads,

with one civics, one technology, and one English
teacher from each school. If anyone is missing (an
incomplete triad, ask them to fill in the role of that
teacher to the best of their ability).
They should plan for a 20 minute microteaching

session, and all three will actually teach their lesson
to their peers, as they would/will in their own
classroom.
When they finish they should write their lesson

objectives and main activities on a sheet of sticky flip
chart paper, using a dark marker and clear printing.
This will be used as they present their lessons to their
peers.
At the end of the planning hour, ask for 2 triads to
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volunteer for whole class presentation

/microteaching. If no one volunteers, select the
groups randomly.
These two triads will have 20 minutes each (with 10

minutes for feedback each) to do their microteaching
in front of the class.
Use Handout 13 for Feedback (2 copies)
Hour Whole Class Microteaching Triad 1: 20 minutes to present, 10 minutes for class
5 feedback.
Handout 13
Triad 2: 20 minutes to present, 10 minutes for class
feedback.
Ask for peer feedback (using Handout 13). Explain

that you will use the same form for feedback on your
classroom observations.
Hour Group Microteaching & Wrap

6 up
For the second hour of micro teaching, each triad will
Handout 13 present a lesson to another triad, with 20 minutes to
present and 10 minutes for feedback each using the
feedback form.
There will be more or fewer triad pairs (or one group

of 3 triads) depending on overall numbers.
Those who presented in the first hour can wander to

assist and observe.
Wrap up:
Tell the teachers when you will be coming to visit;

ask them to try a planning and teaching a CBI lesson
in their own classroom, and to write a reflection for
their portfolios and for discussion at the next
workshop. Let them know that when you visit, youd
like to observe them and will provide feedback using
Handout 13.
Post-departure:
8
After participants leave, take photos of each posted

lesson overview on chart paper to share with
participants.
9
Notes on Content Based Instruction for CTEL Program
For purposes of the CTEL Program, the instructional model of Content Based Instruction (CBI)
will be new to participants. For this reason, this first module focuses on CBI and how the civics,
technology, and English teachers need to work together. Overall, civic education goals will be
developed and achieved through English language, and the English objectives need to align with
the civics language, structures, and outcomes needed. An additional dimension is the inclusion
of technology. The technology objectives, which come from a list provided during Phase I of the
training, should also align in each lesson with the Civics and English objectives; technology
teaching, similar to English, is designed to support productive output/assessment/authentic
accomplishment of a civics task using technology and English to demonstrate it. This may be a
power point illustration, a Venn Diagram in Word, a letter designed in Word, a flier using
images in Word or Powerpoint, or other product that allows students to show their learning.
One of the primary challenges for the teachers will be deciding what objectives for each lesson
are complementary and demonstration of student learning. Once they determine that, each
teacher should develop an objective, as in the model lesson plans included with each unit. The
objectives they select can and will be unique to the needs of their own student population, but
each should fit within a lesson; the teachers in turn will co-teach each lesson, focusing on their
teaching points and activities, and providing support to students.
Another challenge for participating teachers will be the process or classroom language they will
need to develop themselves (perhaps, if civics and/or technology teachers have weaknesses in the
English of their particular content area) and in their students. Each model lesson has a column in
the lesson plan for classroom language. They should identify other language as you review the
model lessons, and, more importantly, as they design their own lessons.
The microteaching will allow them to practice both areas of challenge: how they will collaborate
in their co-teaching in order to accomplish objectives, and the opportunity to practice their
language.
They will likely need extensive support in this. This kind of model is likely one that you may
have used in your classrooms, perhaps even without the need for explicit technology instruction
(depending on the demographics of your English students). In many ways, we rely on
technology for students to demonstrate their learning. In Georgia, this is very new, so support as
teachers proceed will be essential.
We are hopeful that the model lessons will provide them with strong templates to design their
own instruction; nevertheless, extensive support will be needed.
10
Module 1
Module 1 Handout 1
Pair Interview
1. Where did you grow up and go to school?
2. How long have you been teaching?
3. What do you like best about teaching?
4. What is most difficult about teaching?
5. What do you hope to learn from this program?
6. Please share something interesting about yourself: a hobby, an interesting recent

experience, something about your family?
11
12
Module 1 Handout 2
CIVIC AND TECHNOLOGY EDUCATION THROUGH ENGLISH LANGUAGE

(CTEL) PROGRAM
GEORGETOWN UNIVERSITY SCHOOL OF CONTINUING STUDIES ENGLISH

LANGUAGE CENTER
METHODOLOGY WORKSHOPS
The goal of the CTEL methodology workshops is for Civic Education, Technology, and English
teachers to learn and apply integrated teaching and learning techniques and approaches so that
they can provide students with experiential learning opportunities in democratic practices, and
English and technology use. In teams, participating teachers will develop instructional
approaches and lessons supporting learning objectives from all three areas, including one plan by
the conclusion of each workshop to share with peers. Following each workshop, teams will
deliver the lessons they have developed and receive feedback on their delivery. Reflection and
ongoing improvement will be an important part of the workshop cycle so that participants can
continue to build their skills in integrated teaching and learning. .
Objectives:
Teacher participants will learn and apply methodologies for integrating civic and
technology education through English language;
Teacher participants will learn to work in teams to develop objectives for content-based
instruction and integrated lessons, assisting each other as they implement new
approaches;
Teacher participants will design lesson plans, receive feedback, and incorporate new
ideas from peer observation and feedback;
Teacher participants will share their portfolio of new approaches and lessons with
colleagues in their schools.
Specifically, teachers will develop competency in the following new practice areas:
Incorporating an integrated approach to content-based instruction in civic education,
technology, and English language teaching and learning, and planning in teams;
13
Developing student-centered approaches to support learning objectives;
Implementing active, cooperative learning as a classroom management strategy;
Developing and scaffolding class activities and materials to meet learning objectives;
Developing objectives which encompass both content and language goals;
Developing materials in support of objectives and activities;
Designing and using assessment activities to inform instruction;
Creating outreach methods to share learnings with colleagues.
Program Overview
CTEL Training Modules
Workshop Methodology Topic Civics Education Topic
Workshop 1 Content-Based Instruction and Team National Heroes

Teaching
Workshop 2 Democratic, Student-centered Holidays

Instruction
Workshop 3 Classroom Management Diversity and Multiculturalism
Workshop 4 Objectives and Materials Vocational and Life Choices

Development
14
Workshop 5 Objectives and Assessment Volunteerism
Pedagogy and Methodology Topics
1. Content-based instruction and Team Teaching
This workshop addresses the integration of language and content, as is necessary for
teaching academic language at all grade levels. Given the combination of civic and
technology education and English language, teachers will develop objectives that are
mutually reinforcing, and use classroom strategies to ensure student learning. The
workshop will also focus on developing content objectives and language activities and
designing activities and steps to ensure mastery and demonstration of both sets of skills.
The team teaching aspect of this session will address joint planning and division of
instructional tasks.
2. Democratic, student-centered instruction
This topic focuses on the need to consider students previous learning, motivation,
interests, language level, and other considerations when planning instruction. The focus
on student-centered instruction marks a dramatic shift from teacher-centered instruction,
where the teacher does the majority of the talking, and creates a more communicative and
outcomes-oriented teaching environment. It is also a shift from textbook-centered
instruction, where the starting point is the textbook rather than the students, and enables
teachers to design objectives-based instruction.
3. Classroom Management
This session will focus on how to use interactive and cooperative learning and learner
centeredness to manage the classroom in a communicative way that maximizes student
learning and accomplishment of objectives. Because some teachers may be more
comfortable with teacher-centered classrooms, the workshop will include very specific
methodologies that ensure student participation.
4. Objectives and Materials Development
Building on previous workshops, this session addresses developing appropriately

scaffolded materials to ensure student achievement of language and content skills and
functions, with an emphasis on adapting authentic materials. This session emphasizes
using materials as scaffolding to ensure students are able to reach goals and to
demonstrate their skills and knowledge through performance assessment. This approach
is highly effective as a planning tool with any curriculum. Because teaching starts from
3
15
student needs and progresses toward curricular objectives, teachers will need to include
materials outside of the assigned textbook.
5. Assessment
This workshop focuses on assessment is a critical step in the instructional cycle and this
topic will focus on assessment in this context, including both needs assessment and
integrated performance assessments in instruction. The session will include backwards
planning so that lessons build student skills to ensure achievement of objectives.
Additionally, the use of rubrics and clear and transparent assignments will be emphasized
as a motivational tool for students and as a way to ensure high levels of student
performance.
Civic Education Topics
1. National Heroes
This topic centers on current and historical cultural, political, sports, and media heroes in
the U.S. and Georgia as a means of cultural exploration and discussion and language
development according to the English Language Curriculum.
2. Holidays
This topic involves cultural practices involved in U.S. holidays, Georgian holidays, and
shared holidays, focusing on foods, gifts, and other traditions. The focus will be on the
language and cultural skills outlined in the Georgian English Language Curriculum.
3. Diversity and Multiculturalism
This topic examines issues of tolerance for individuals of different backgrounds, cultures,
and abilities, with emphasis on understanding other cultures. Examples and tools from
U.S. classrooms will be adapted for use in Georgia.
4. Vocational and Life Choices
This session addresses teaching students to think about their skills, interests, and
aptitudes and applying them toward a career or vocational area. Materials will provide
examples for students to explore areas of interest and career and educational pathways.
5. Volunteerism
16
This topic focuses on the role of volunteerism in civic society and how individuals can
make a difference in their communities. The workshop will include various types of
efforts, whether in helping the poor, improving the environment, or enacting
neighborhood improvements.
17
18
Module 1 Handout 3
Introduction to CBI
What do you know about content-based instruction? Is it used at your school?
How is team teaching used in your school?
What ideas do you have for how teachers can work together to create student learning in content
plus language?
19
20
Module 1 Handout 4
Presentation 1 -Lecture Notes for Instructors
Slide
1
CTEL Module 1:
Content-based Instruction and Team
Teaching
Civic and Technology Education
through English Language (CTEL)
Program
Georgetown University School of

Continuing Studies English Language
Center
Please explain to participants that Content-based instruction is the model that is the basis
for this program. This will allow team of civics, technology, and English teachers to
work together to provide instruction in all three areas.
21
Slide
2
Content-based instruction
Content-based instruction combines language

goals and content goals.

Content Based Instruction (CBI) is a way of teaching the language that students need to
learn content material in civics and English, meeting content and language goals.
22
Slide
3
By learning the language of content subjects,

students move from social to academic language
(Cummins in Chamot & OMalley, p.40).
This will eventually prepare them for university

and professional English.

CBI takes students to another level of mastery of English, from social to more formal
academic language. This academic English will help them with future students and in
the workplace.
23
Slide
4
Research shows that content-based instruction

motivates students more than other language
instruction (Chamot & OMalley).

CBI motivates students because they are using English for authentic learning goals in
other school subjects in this case, civics and technology.
24
Slide
5
Content-based instruction includes language forms,

content vocabulary, and classroom process
language.
They will need all 3 to complete assignments and

show their learning.

CBI English will include any grammar and language forms and vocabulary that students
need to understand content material.
They will also need to understand the instructions for classroom activities, because the
whole class will be conducted in English.
In this program, teachers will also work on both.
25
Slide
6
Each class will include civics content,

technology skills, and English language
structures, vocabulary, and process
language to support this learning and class
outcomes.
Now well look at how to do this.

Each class will include civics content learning, technology skills for activities that
support that learning, English language (structures and/or vocabulary) that students need
to access that learning, and classroom language so that all instruction and activities can
take place in English.
Note that the sample lessons will show how all three areas work together: English to
support civics and technology learning, technology to show civics and English learning,
civics as the source of the content instruction and English as the foundation for all
instruction.
26
Slide
7
Team Teaching and Planning for

Content Based Instruction

For successful CBI, teachers must work together to set goals and determine learning
needs and activities to help students meet the objectives.
27
Slide
8
Team Teaching Models
Team teaching can take several forms:
1. Special guest teachers
2. A teacher in a supporting role following
directions of the main teacher
3. Equal co-teachers working in teams.

There are several models which teachers can use to bring in expertise in areas other than
their own. This program will use Model 3 co-teaching in triads.
28
Slide
9
Our model is the third: you are equal co-
teachers in school teams.
Co-teachers cooperate to plan lessons and

lead classroom activities.

This project model emphasizes joint planning and teaching in teams of three triads
from the same school. In this way, the members of each triad can work together to
combine their expertise for planning and conducting classroom activities.
29
Slide
10
Content teachers civics and technology
and English language teachers will develop
lessons that address both content and
language.
Each teacher will lead different parts of the

lesson and all will help students work on
activities.

Each content teacher will contribute to the development of lesson plans, with all three
areas working together to achieve one goal.
During teaching, each teacher will rotate to provide instruction in his or her area, at the
times that civics, technology, and English instruction and activities are needed. All
teachers will help students as they proceed through the work so its important to
understand the overall goals and the goals in each area of instruction.
10
30
Slide
11
Planning for CBI
For each lesson or unit, students will need several
areas of language and content learning objectives,
instruction, and activities.
Civics Content
ICT instruction in technology skills for class
English structures, vocabulary, and process language
for civics and ICT

In each class, students will need instruction in each area to achieve objectives.
Civics will provide the topic objective. A technology objective which works with this
civics objective will help students to meet the civics goal while learning technology and
English. English objectives will be based on the language of the civics and technology
goals and classroom language needed for activities.
11
31
Slide
12
Planning for CBI
Civics Content:
Instruction, reading, writing, discussion

and production to learn new material and
ideas in civic education.

Civics will focus on new material in English through direct instruction, reading, writing,
and student production of knowledge related to new ideas and material. Students will
work with this material using activities that involve technology and English language.
12
32
Slide
13
Planning for CBI
Technology Content:
Instruction on an area of technology

needed to support student activities for
the civics content topic.

Technology should focus on a skill that can be used to increase learning about the civics
topic and/or to create a student project that shows learning in civics and English.
Technology instruction and activities will also occur in English.
13
33
Slide
14
Planning for CBI
English Language:
English language related to that civics

area, English language related to the
technology area needed, and classroom
language for student activities.

English teaching will focus on the structures and vocabulary needed to achieve the civics
and technology objectives. It will also include new classroom language that students
need for classroom instruction and activities.
14
34
Slide
15
Planning for CBI
Teachers help each other to address the
learning needs of all students.
Teachers share the work of planning and

preparing.

It is very important that teachers spend time together in order to figure out what
objectives will work together, and what kind of activities will show student mastery of
civics using technology and English.
Each teacher will have to ensure that the others understand his material and activities.
Teachers will also have to plan and practice the English they need to deliver the lesson.
15
35
Slide
16
Planning for CBI
Team collaboration and cooperation are

essential.
Team planning time is also needed.

All three teachers will need to collaborate to ensure they understand the material and
English language for all three areas.
This planning will take time but will pay off in a smooth lesson.
16
36
Slide
17
Team Planning Process

First, it is necessary to identify a content
topic and objective.
For example, well take this weeks topic of

national heroes.

Based on the civics curriculum, teachers should select a topic, and come up with an
objective that students can master in class.
Next, teachers should think about what technology will facilitate student work on this
topic.
Finally, teachers need to identify the language needed for the civics material,
technology instruction, and classroom activities.
17
37
Slide
18
Overall Objective
The topic of National Heroes might have
an objective like this:
Students will learn about a national hero

by reading about and writing a short
summary using MS Word.

This objective shows how technology and English can support civics learning, and how
civics can be a good source for technology learning, and how English will be developed
by doing both sets of activities using English.
18
38
Slide 19
Planning for Civics Learning
The civics teachers need to think about:
What civics learning is needed for students to

meet the objective?
What language will they need for this learning?

Slides 19, 20, and 21 go together and have questions for subject
teachers to ask themselves.
After showing the questions on these slides, please refer to Handout 5

(referenced in Slide 22). Ask teachers to talk to others in their triads
to list some learning needs that students will need to accomplish
(objectives).
Ask teachers to talk to others in their triads to list some learning needs
that students will need to accomplish (objectives).
19
39
Slide 20
Planning for ICT Learning
ICT teachers will need to think about:
What technology skills do students need

to learn to type a short summary report?
What English language do I need to teach

these skills?
Slides 19-21 are a group, repeating questions for each teaching area.
Slide 21
Planning for English Language Learning
English language teachers will need to think

about:
What language knowledge will students

need?
What language skills will students need?

Slides 19-21 are a group, repeating questions for each teaching area.
20
40
Slide 22
Planning for Learning Needs
Please see Handout 5.
What could be learning needs in your

content area?

Based on the questions in Slides 19-21, please refer to Handout 5 and

ask participants to think of some learning needs in their areas.
After 10-20 minutes, elicit answers. If teachers are having difficulty,

continue the presentation and share examples on subsequent slides.
The purpose is just to activate their thinking about the question of how
a joint objective has different learning components.
Slides 23-28 provide examples of what a triad could come up with, to

review at the conclusion of this discussion.
21
41
Slide 23 Civics Learning - Example

Possible civics learning needs:
Background knowledge: General

understanding of Georgian history or society.
New learning needs: Learning about a new,

specific hero and why he is important.

Slides 23-28 provide examples of what participants could have come

up with. These are only examples. Their own learning needs will be
different. For each area, there are possible learning needs and possible
objectives.
Before Slide 23 or after Slide 28, you can refer to Handout 6, which
summarizes the objective examples for each area, as shown in slides
23-28.
22
42
Slide 24
Civics Objectives - Example
Possible civics objective:
Students will be able to write a short

summary of a national hero.
Students will be able to describe why that
person is a hero.

This is an example of a civics objective; participants will have

different objectives for their own students.
Slide 25
ICT Learning - Example

Possible technology learning needs:
Word processing
Editing
Formatting

This is an example of technology learning needs; participants will

have different needs for their own students.
23
43
Slide 26

Possible technology objectives:
Students will be able to create a Word

document summary of a national hero.
Students will be able to use fonts and

colors in their document.

This is an example of a technology objective; participants will have

Slide 27
English Language Learning - Example
Possible English language learning needs:

1. Past tense verbs related to lives of heroes
2. Descriptive adjectives
3. Vocabulary related to national leaders

This is an example of English language needs; participants will have

different needs for their own students.
24
44
Slide 28
English Language Objectives - Example
Possible English language objectives:
Students will be able to use vocabulary and

past tense verbs to read about and write a
Students will be able to follow instructions

for group work and group presentations in
English.
This is an example of an English objective; participants will have

Before Slide 23 or after Slide 28, you can refer to Handout 6, which
summarizes the objective examples for each area, as shown in slides
23-28.
25
45
Slide 29
Team Lesson Planning for CBI
After you know your learning objectives, you

should plan the lesson.

Tell participants that the learning objectives will provide the road
map; once they know what they want their students to learn, they can
begin planning activities.
Slide 30
Teachers in each area will have to determine how much/what kind of

instruction their students need, and supporting activities. This means
that students will take steps in each area to meet the overall objective
26
46
for the class. The English teacher will work with vocabulary, for
example, before or after the civics part of the class. The technology
teacher will teach, demonstrate, and lead practice on the skills students
need for their civics activities in English.
Slide 31
Slide 31 refers to handout 7, which is a tool for planning activities to

support objectives they can use later in the workshop. For now it is
just for reference.
27
47
Slide 32
After you have a sense of what you will need to

teach, your team should ask:
What order of activities makes sense to build

student skills?

The order of instruction and practice activities will vary based on the
lesson and objectives. For example, if they need to read a civics text,
the English teacher might need to teach vocabulary. In another
example, if they are going to read on the internet, they will need some
technology instruction first.
Slide 33
28
48
Handout 8 (referenced in Slide 33) provides a lesson plan template.

Theyll work on lesson planning later in the workshop, but this
provides them a framework to understand the model lesson and then
their own planning.
One of the primary challenges for the teachers will be deciding what
objectives for each lesson are complementary and demonstration of
student learning. Once they determine that, each teacher should
develop an objective, as in the model lesson plans included with each
unit. The objectives they select can and will be unique to the needs of
their own student population, but each should fit within a lesson; the
teachers in turn will co-teach each lesson, focusing on their teaching
points and activities, and providing support to students.
Spend some time discussing how the activities should support the
objective, then note that youll see some sample lesson plans in the
next hour.
29
49
Slide 34
Well have more practice and an example after

looking at the topic of heroes and then a sample
lesson.

In the next hour, within the presentation on national heroes, there are
examples of lesson plan that include civics, technology, and English.
You will be able to go through them with the class so that they have a
full model for their own lesson planning.
Slide 35
Questions and Comments?

30
50
Module 1 Handout 4
Presentation 1
Slide 1 ___________________________________
CTEL Module 1: ___________________________________

Content-based Instruction and Team
Teaching
___________________________________
through English Language (CTEL)
Program
Georgetown University School of

Continuing Studies English Language
Center
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Content-based instruction combines language ___________________________________

goals and content goals.
___________________________________

Georgetown University School of Continuing Studies English Language Center ___________________________________
___________________________________
___________________________________
___________________________________
51
Slide 3 ___________________________________
By learning the language of content subjects,

students move from social to academic language
___________________________________
(Cummins in Chamot & OMalley, p.40).
This will eventually prepare them for university

and professional English. ___________________________________

___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
Research shows that content-based instruction

motivates students more than other language ___________________________________
instruction (Chamot & OMalley).
___________________________________

___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
Content-based instruction includes language forms,

content vocabulary, and classroom process ___________________________________
language.
They will need all 3 to complete assignments and

show their learning. ___________________________________

___________________________________
___________________________________
___________________________________
52
Slide 6 ___________________________________
Each class will include civics content,

technology skills, and English language ___________________________________
structures, vocabulary, and process
language to support this learning and class
outcomes.
Now well look at how to do this.

___________________________________

___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________
Team Teaching and Planning for ___________________________________

___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
Team teaching can take several forms:
1. Special guest teachers ___________________________________
2. A teacher in a supporting role following
directions of the main teacher
3. Equal co-teachers working in teams.
___________________________________

___________________________________
___________________________________
___________________________________
53
Slide 9 ___________________________________
Our model is the third: you are equal co-
teachers in school teams.
___________________________________
Co-teachers cooperate to plan lessons and
lead classroom activities.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________
Content teachers civics and technology
and English language teachers will develop
lessons that address both content and ___________________________________
language.
Each teacher will lead different parts of the

lesson and all will help students work on
___________________________________
activities.

___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
Planning for CBI
For each lesson or unit, students will need several
areas of language and content learning objectives,
instruction, and activities. ___________________________________
Civics Content
ICT instruction in technology skills for class
English structures, vocabulary, and process language ___________________________________
for civics and ICT

___________________________________
___________________________________
___________________________________
54
Slide 12 ___________________________________
Planning for CBI
Civics Content:
___________________________________
Instruction, reading, writing, discussion
and production to learn new material and
ideas in civic education.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 13 ___________________________________
Planning for CBI
Technology Content: ___________________________________

Instruction on an area of technology
needed to support student activities for
the civics content topic. ___________________________________

___________________________________
___________________________________
___________________________________
Slide 14 ___________________________________
Planning for CBI
English Language:
___________________________________
English language related to that civics
area, English language related to the
technology area needed, and classroom
language for student activities.
___________________________________

___________________________________
___________________________________
___________________________________
55
Slide 15 ___________________________________
Planning for CBI
Teachers help each other to address the
learning needs of all students.
___________________________________
Teachers share the work of planning and
preparing.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 16 ___________________________________
Planning for CBI
Team collaboration and cooperation are

essential.
___________________________________
Team planning time is also needed.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
Team Planning Process
First, it is necessary to identify a content ___________________________________
topic and objective.
For example, well take this weeks topic of

national heroes. ___________________________________

___________________________________
___________________________________
___________________________________
56
Slide 18 ___________________________________
Overall Objective
The topic of National Heroes might have
an objective like this:
___________________________________
Students will learn about a national hero
by reading about and writing a short
___________________________________

___________________________________
___________________________________
___________________________________
Slide 19 ___________________________________
Planning for Civics Learning
The civics teachers need to think about: ___________________________________

What civics learning is needed for students to
meet the objective?
___________________________________
What language will they need for this learning?

___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________
Planning for ICT Learning
ICT teachers will need to think about: ___________________________________

What technology skills do students need
to learn to type a short summary report?
___________________________________
What English language do I need to teach
these skills?
___________________________________
___________________________________
___________________________________
57
Slide 21 ___________________________________
Planning for English Language Learning
English language teachers will need to think ___________________________________

about:
What language knowledge will students

need? ___________________________________
What language skills will students need?
___________________________________
___________________________________
___________________________________
Slide 22 ___________________________________
Planning for Learning Needs
Please see Handout 5. ___________________________________

What could be learning needs in your
content area?
___________________________________

___________________________________
___________________________________
___________________________________
Slide 23 ___________________________________
Civics Learning - Example
Possible civics learning needs:
Background knowledge: General

___________________________________
understanding of Georgian history or society.
New learning needs: Learning about a new, ___________________________________

specific hero and why he is important.

___________________________________
___________________________________
___________________________________
58
Slide 24 ___________________________________
Civics Objectives - Example
Possible civics objective: ___________________________________

Students will be able to write a short
Students will be able to describe why that ___________________________________
person is a hero.

___________________________________
___________________________________
___________________________________
Slide 25 ___________________________________
Possible technology learning needs:
___________________________________
Word processing
Editing
___________________________________
Formatting

___________________________________
___________________________________
___________________________________
Slide 26 ___________________________________
Possible technology objectives:
___________________________________
Students will be able to create a Word
document summary of a national hero.
Students will be able to use fonts and ___________________________________

colors in their document.

___________________________________
___________________________________
___________________________________
59
Slide 27 ___________________________________
English Language Learning - Example
Possible English language learning needs: ___________________________________

1. Past tense verbs related to lives of heroes
2. Descriptive adjectives
___________________________________
3. Vocabulary related to national leaders

___________________________________
___________________________________
___________________________________
Slide 28 English Language Objectives - Example

___________________________________
Possible English language objectives:

___________________________________
Students will be able to use vocabulary and
past tense verbs to read about and write a
___________________________________
Students will be able to follow instructions
for group work and group presentations in
English.
___________________________________
___________________________________
___________________________________
Slide 29 ___________________________________
After you know your learning objectives, you ___________________________________

should plan the lesson.
___________________________________

___________________________________
___________________________________
___________________________________
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60
Slide 30 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 31 ___________________________________
___________________________________
Please see Handout 7, a tool for team planning
to use later in the workshop and in the future (if
it is helpful).
___________________________________

___________________________________
___________________________________
___________________________________
Slide 32 ___________________________________
After you have a sense of what you will need to

teach, your team should ask:
___________________________________
What order of activities makes sense to build
student skills?
___________________________________

___________________________________
___________________________________
___________________________________
11
61
Slide 33 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 34 ___________________________________
___________________________________
Well have more practice and an example after
looking at the topic of heroes and then a sample
lesson.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 35 ___________________________________
___________________________________
Questions and Comments?
___________________________________

___________________________________
___________________________________
___________________________________
12
62
13
63
64
Module 1 Handout 5
Planning for CBI
Civics Learning
Students will learn about a Technology

national hero by reading Learning
about and writing a short
English Language
Learning
65
66
Module 1 Handout 6
Planning for CBI - Example
Students will be able to

write a short summary of
a national hero.
Civics Learning
describe why that person
is a hero.

create a Word document
summary of a national
Students will learn about a national hero.
hero by reading about and writing a Technology Learning
short summary using MS Word. Students will be able to
use fonts and colors in
their document.

use vocabulary and past
tense verbs to read about
and write a summary of a
national hero.
English Language
Learning
follow instructions for
group work and group
presentations in English.
67
68
Module 1 Handout 7
Team Planning Template
Curriculum Objective
What content What technology What language What language
knowledge is skills are knowledge is functions are
necessary to meet necessary to meet necessary to meet necessary to meet
this objective? this objective? this objective? this objective?
69
70
Module 1 Handout 8
Lesson Plan Template
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Workshop Instructor: ___________________________________
CTEL Lesson Number:
Objective:
Learning needs:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Materials:
Activities:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Assessment:
71
Reflection (to be completed AFTER the lesson):
Other important information:
72
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Stage of lesson Activity Time Classroom language

needed
Warm up:
Civics topic, ICT, or
English
(Background
knowledge and
language)
Activity 1: Civics,
ICT, or English
Activity 2: Civics,
ICT, or English
Activity 3: Civics,
73
ICT, or English
Activity 4: Civics,
ICT, or English
Assessment:
Closure:
74
Module 1 Handout 9
Presentation 2 -Lecture Notes for Instructors
Slide 1
CTEL Civic Education Topic 1:

National Heroes

Throughout the program, each module will focus on a civic education topic. The first is
National Heroes. After looking at aspects of the topic, well look at some example lesson plans
that show how the topic can work as part of CBI with civics, technology, and English.
75
Slide 2
National Heroes and Content Based Instruction
Who are national heroes?
Political figures?
Celebrities?
Business leaders?
Famous athletes?
Other?

Asks participants for their ideas about whether the people listed here are national heroes, and
why or why not. Take some time to elicit opinions on each.
Then, ask for ideas on what other kinds of people could be national heroes.
Slide 3
They can be historical figures, current leaders

or celebrities, or everyday figures and personal
heroes.

This is a brief list, but as they will have discussed, there are many other options. Possibly they
hear about heroes on the news every day.
76
Slide 4
This may be based on curriculum or it could be

the subject of civics discussion in your
classrooms!

Their school curriculum might specify some National Heroes, but asking their own students
about the question of who is a hero could be the subject of an interesting discussion.
Slide 5
Using National Heroes as the content of a

lesson, its possible to achieve a number of
content and language objectives.

The topic of National Heroes is a great one for CBI. Language can be basic, and technology
can be used in many ways.
77
Slide 6
They will need Civics instruction:
The content of the National Heros story
The historical or current context
The reasons why someone is a hero

There are many options for civics instruction related to any National Hero the facts of his
story, the historical context, or the reasons why he is a hero. Ask civics teachers for other ideas
for useful instruction.
78
Slide 7
National
NationalHeroes
Heroesand
andContent
ContentBased
BasedInstruction
Instruction
They
They will
will need
need Technology
Technologyinstruction:
instruction:
Using
Using the
the internet
internet
Creating,
Creating, formatting, and
formatting, and saving
saving documents
documents
Incorporating
Incorporating images, tables, graphic material
images, tables, graphic material
into
into documents
documents
Other
Other instruction
instruction based
basedon
on the
theteams
teamsgoals
goalsand
and
assignments.
assignments.
Civic
Civicand
andTechnology
TechnologyEducation
Educationthrough
throughEnglish
EnglishLanguage
Language(CTEL)
(CTEL)Program
Program
Georgetown
GeorgetownUniversity
UniversitySchool
SchoolofofContinuing
ContinuingStudies
StudiesEnglish
EnglishLanguage
LanguageCenter
Center
Technology can be a very useful tool so that students can do research on the internet on various
heroes. They can also use word processing for creating short reports, or using images, tables, or
graphics. Ask the ICT teachers for other ideas.
Slide 8
They will need English language instruction to

support civics objectives:
Vocabulary
Structures/grammar
Language for comparing or describing, or other

to support reading, writing, discussion
Students will need English support in different ways depending on the hero and the level of
reading, writing, or discussion about the hero. This might include grammar, vocabulary, and
various types of language to report on, describe, compare or other activities. Ask English
teachers for other ideas.
79
Slide 9

support technology objectives:
Vocabulary to follow instructions
Vocabulary for interacting with software,

internet, or programs

Students will need to learn process language for all of their activities following instructions,
learning the steps of technology, such as software, internet, specific computer programs.
Slide 10
They will need English language learning for

classroom activities:
Forming groups
Referring to materials
Completing assignments

Since the class will be conducted entirely in English, students may also need instruction in some
classroom language the instructions themselves. A few examples could be forming groups,
using materials, completing assignments in a certain way. Tell participants that they will work
on identifying this kind of language as they review lesson plans and then create their own.
80
Slide 11
The following lesson plans will provide some

examples.

Please emphasize that these two lessons are only examples to show how civics, technology, and
English objectives can fit together, with teachers taking turns to provide instruction in their
areas, and co-teaching and managing the class. Students (and teachers) will need English for
the technology and civics instruction; they will use technology to process their civics and
English learning. They can choose appropriate levels of civics, technology, and English
objectives for their students.
Handout 10 has the full version of Lesson Plan 1. Handout 11 is Lesson Plan 2 The content is
the same, but the handout uses the Lesson Plan template they will use for their own planning.
They can follow the presentation and the handout together.
The final column of the lesson plan handout identifies some classroom language teachers may
need for activities. Ask participants to identify other language they may need to teach the
lesson. Teachers can identify and practice additional language.
Throughout the lesson, note that the English teacher is also providing support for procedural
language as needed and during lesson plan preparation, all the teachers should work together to
identify English language that they and the students will need to practice.
81
Slide 12
LESSON PLAN EXAMPLE 1:

National Heroes

This lesson provides a good example for integrating civics, technology, and English. Please
refer participants to Handout 10.
Slide 13
Lesson Plan Example 1: National Heroes
Objective:
Students will discuss what makes a hero, and learn about

a national hero by reading about and discussing why he
is a hero; they will write a short summary by learning
about and using a word processing program.

This objective is the overall objective for the lesson. Ask participants to identify the civics
component, the technology component, and the English language component. Ask each triad to
discuss, briefly, whether they think the objective combines the areas effectively.
8
82
Slide 14

Learning needs:
Civics:
Students will learn about a specific national hero and

analyze the qualities of a national hero.
ICT:
Students will learn to use a Word processing program

and basic formatting (fonts, tables, diagrams, clip art) to
present a short description of a national hero.
To achieve the objective, teachers will need to think about what their students already know and
what they need to learn to achieve it. These are some possible learning needs.
Slide 15

Learning needs:
English:
Students will learn and use new vocabulary for the

qualities of a hero. Students will practice writing
sentences with conjunctions because or since.
Students will follow instructions for working with a

partner, creating and formatting a word document,
and reading a short article.
The language that students need to learn has to line up with what they need to learn in civics
and technology. In this lesson, they need new vocabulary and the conjunctions because and
since.
9
83
The specific instructions they need to follow include working with a partner, creating a
document, and reading an article.
As you go through the lesson, they may have other ideas for learning needs, especially in
classroom language.
Slide 16

Materials:
Organizer (Handout A)
Article (Handout B)
Sentence stems (Handout C)

For the sample lesson, handouts are attached to Handout 10 as A, B, and C. They can view
these as they arise in the sample lesson.
Listing them in advance as part of the lesson plan helps teachers to plan all the steps and to
know what will support students in their learning.
10
84
Slide 17

Activities:
Civics: Identify a Georgian hero

Analyze why he is or is not a hero
ICT: Create a word document to write a

description; use formatting and save the
document.

Listing the activities in advance helps teachers to think about what students will actually do as
steps toward meeting the lessons objective. The ICT activities provide a way for students to
show their civics learning.
Slide 18

Activities:
English: Create a class vocabulary list

Review the sentence structure for complex
sentences using because and since.
Practice classroom language for each

activity.

The English activities are designed to provide language needed for the civics and ICT activities.
11
85
Slide 19

Assessment:
Written summary of student reviews of the hero using

a word processing program.

The final activity will give teachers information on whether the students were able to meet the
objective. It combines all three areas of learning. Ask teachers if they see how students met
each objective.
12
86
Slide 20
Warm up:
Civics teacher:
In pairs, ask students to identify a Georgian hero.
Each pair should report at least one hero to the

class, making a class list.

Ask teachers how English teachers can help with this. Can technology teachers help? What
additional classroom language might students need? (Final column on Lesson Plan handout).
13
87
Slide 21

Activity 1: English teacher:
Ask students to return to pairs to write as many words

describing what is a hero based on ideas about their hero using
Handout A.
Hero

Ask teachers how civics teachers can help with this. Can technology teachers help? What
additional classroom language might students need? (Final column on Lesson Plan handout).
14
88
Slide 22

Activity 2:
English and/or Civics Teacher:

Each pair will share their list with the class, and the
teacher should create a class vocabulary list, providing
correction as needed.
ICT Teacher:
(If possible, the technology teacher can type while the
class creates the list so that it is projected for all students
to see; otherwise, one of the teachers should write the
list on the board).
How can the civics and English teachers cooperate to help with pair reporting? Will it help the
students to see the list if the ICT teacher can project it? What additional classroom language
might students need?
15
89
Slide 23

Activity 3:
Civics or English teacher:

Read short article in Handout B aloud as a class.
English teacher:
Ask students to guess at or look up unfamiliar words.
ICT Teacher:
ICT teacher can demonstrate online dictionary use.

This is a shared activity with all three teachers cooperating to use their expertise to help
students read and learn. This is an example of how learning can work well using CBI.
16
90
Slide 24
Activity 4:
Civics teacher:
Ask students to discuss in pairs whether they think
Kikabidze is a hero or not based on their list of words
describing a hero.
English teacher:
English teacher circulates to make sure students
understand activity and vocabulary.

How can the technology teacher help the English and civics teachers with this activity?
Slide 25

Activity 5:
Civics teacher:
Ask students to write a short answer the question: Is
Kikabidze a hero? Why or why not?
English teacher:
Presents model sentences and conjunctions because and
since.
ICT Teacher:
Demonstrates the use of word processing and basic
formatting. Civic and Technology Education through English Language (CTEL) Program
This activity will provide students the instructions and additional skills they need to meet the
class objective. What additional classroom language might students need?
17
91
Slide 26
Assessment:
Final written description will show vocabulary, writing,

civics ideas, and technology skills.

Students may need additional help to complete activity 5, so the assessment will show what
theyve mastered and what they need additional work to complete.
Slide 27
Closure:
Civics/ICT/English teachers:
If time allows, students read their writing to a partner.
Collect papers (printed or emailed or shared on Google

Docs)

How can this additional step help to further student learning?

What additional classroom language might students need?
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92
Slide 28
Lesson Plan Example 1: Discussion
How well does the lesson address CBI?
How well will they learn about national heroes?

Ask for overall reactions to the lesson as a model for CBI. What have they learned about how
they could use this approach in their classrooms?
Give teachers time to discuss in their triads and then ask for triads to share their ideas.
19
93
Slide 29

National Heroes

Here is another example of CBI with an objective covering all three areas. Ask teachers to
focus on instruction and activities in their subject areas and the classroom language needed.
They have the full lesson in Handout 11.
Slide 30
Objective:
Students will read a short article on a Georgian National

Hero and present a summary to classmates. They will take
notes on an organizer in a word document.

Ask teachers to identify the part of the objective that relates to their subject area.
20
94
Slide 31

Learning Needs:
Civics:
ICT:
Students will learn to follow a link to read a short article
online.
Students will learn to format and fill in a table using a

word processing program to take notes on national
heroes.
How do these needs complement each other and align with the objective?
Slide 32
Learning Needs :
English:
Students will learn to use new vocabulary for the


partner, creating and formatting a word document, and
reading a short article.
Are there other areas of English language students need to meet the objective? Remind teachers
that as they progress through the lesson handout, they can identify additional classroom
language their own students might need if they were undertaking this lesson.
21
95
Slide 33
Materials:
Vocabulary organizer (Handout A)
Hero list and links (Handout B)
Table for notetaking (Handout C)

These handouts are included with the Lesson Plan in Handout 11.
Slide 34

Activities:
Civics:
Read about one National hero and take notes on heroes
presented by classmates.
ICT:
Use a word processing program to fill in a table in a word
document, formatting appropriately.
English:
Review past tense and identify new verbs in the past tense
from reading.

The sequence of these activities will be present in the lesson plan. This is a summary list. Can
teachers think of other activities to help students meet the objectives?
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96
Slide 35
Assessment:
Students will turn in their table showing mastery of civics

facts, correct English vocabulary, and word processing skills.

How does this assessment show learning in each area?
Slide 36
Warm up:
Civics teacher:
Students should think of a Georgian national leader, and

list verbs describing what he or she did in his lifetime.
English teacher:
Students share verbs or sentences, with the teacher

correcting verbs in the past tense as needed.

How can teacher collaboration help students with this warm up activity? How can the ICT
teacher assist? What additional classroom language might students need?
23
97
Slide 37

Warm up:
ICT teacher:
Fill in electronic version of the organizer in Handout A as the
students present and the English teacher corrects verbs.
Hero

How will this ICT support help with student learning? Teachers may not realize the value of
visual supports. If technology is not available, how can the information be presented visually?
What additional classroom language might students need?
Slide 38

Activity 1:
Civics teacher:
Pass out the list of heroes in Handout B (or ask students to
open in a Google Doc).
Ask students to count off by 5.
Students will read about the hero corresponding to their

numbers.
Students should move to groups corresponding to their

numbers.
How can English and ICT teachers help with this? Some ideas: working with individual
students to help them understand what they have to do, assisting students having difficulty with
reading What additional classroom language might students need?
24
98
Slide 39

Activity 1:
ICT Teacher:
ICT teacher shows students how to open a browser and go to

the link to read about their hero.

How can civics and English teachers assist with this activity? What additional classroom
language might students need?
Slide 40
Activity 2:
English teacher:
Students take turns reading aloud in groups.
They should underline the past tense verbs.

Although the English teacher takes the lead here, the activity shows all three skill and learning
areas.
25
99
Slide 41

Activity 3:
ICT Teacher:
ICT teacher shares word document in Handout C (Google
Docs or Email).
Teacher explains how to type in a box of the table.
Civics + English Teachers

Explain that students should write a few sentences about
what their hero did that was important for Georgia.

This is where demonstration of civics learning using technology and English brings the
activities together. What additional classroom language might students need?
Slide 42

Activity 4:
English teacher:
Divide up each numbered group into new groups. Each
new group should have 5 members: 1 of each number.
Ask students to read their summary of what their hero

did.
ICT teacher:
Ask students to continue typing into their table to take
notes on heroes that their group mates present.
In this activity, students will be sharing their civics learning in English with their peers. They
will show their understanding with technology by summarizing in the document table. What
additional classroom language might students need?
26
100
Slide 43
Assessment:
Final assessment will show understanding of National Heroes,

use of tables in word processing, and mastery of vocabulary,
and use of because and since.

Do teachers agree that the final activity will show student learning in all three areas?
Slide 44
Closure:
Students turn in their completed tables.
If time allows, ask students to share two things they

learned.

How will this wrap up extend student learning? What additional classroom language might
students need for this final step?
27
101
Slide 45

Ask teachers to discuss these questions in their triads. After some discussion time, ask triads to
share their ideas.
28
102
Slide 46
Additional activities on National Heroes

to support Content Based Instruction for Civic
and Technology Education through English
language

Some additional ideas for CBI on National Heroes follow. These are ideas teachers can use in
their lesson plan if they think they would be useful for their students. There are MANY other
ideas or approaches they could use.
Slide 47
Additional Activities
Read about different heroes for class
presentations using power point
Compare different types of heroes using graphic

presentations

Students could do any kind of reading for class presentations using power point technology in
English. They could use many graphic representations for comparing heroes or their qualities.
29
103
Slide 48
Create a role play with a journalist interviewing

national heroes (video taping, recording, or
using images)
Combine online history research online with

reporting on national heroes

These are two additional activities that follow a CBI approach. There are many other activities
that teachers will think of.
30
104
Slide 49
Lesson Planning Workshop
Next, we will work together to create and plan

CBI lessons on National Heroes.
Questions or comments?

Please remind teachers that the lesson plan models might be useful in their planning; youll
discuss the lesson planning in the next hour. Handout 12 contains additional resources that
teachers can use for their planning. Please return to Instructor Notes for remainder of class.
31
105
106
Module 1 Handout 9
Presentation 2
Slide 1 ___________________________________
___________________________________
National Heroes
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Who are national heroes? ___________________________________

Political figures?
Celebrities?
Business leaders? ___________________________________
Famous athletes?
Other?

___________________________________
___________________________________
___________________________________
___________________________________
107
Slide 3 ___________________________________
They can be historical figures, current leaders

or celebrities, or everyday figures and personal
___________________________________
heroes.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
This may be based on curriculum or it could be

the subject of civics discussion in your
___________________________________
classrooms!
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
Using National Heroes as the content of a

lesson, its possible to achieve a number of
___________________________________
content and language objectives.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
108
Slide 6 ___________________________________
They will need Civics instruction:

___________________________________
The content of the National Heros story
The historical or current context

___________________________________
The reasons why someone is a hero

___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________
They will need Technology instruction:

___________________________________
Using the internet
Creating, formatting, and saving documents
Incorporating images, tables, graphic material
into documents ___________________________________
Other instruction based on the teams goals and
assignments.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________

support civics objectives: ___________________________________
Vocabulary
Structures/grammar ___________________________________
Language for comparing or describing, or other
to support reading, writing, discussion
___________________________________
___________________________________
___________________________________
___________________________________
109
Slide 9 ___________________________________

support technology objectives: ___________________________________
Vocabulary to follow instructions
Vocabulary for interacting with software, ___________________________________

internet, or programs

___________________________________
___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________
They will need English language learning for

classroom activities: ___________________________________
Forming groups
Referring to materials ___________________________________

Completing assignments

___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
___________________________________
The following lesson plans will provide some
examples.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
110
Slide 12 ___________________________________

___________________________________
National Heroes
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 13 ___________________________________
Objective:
Students will discuss what makes a hero, and learn about

___________________________________
a national hero by reading about and discussing why he
is a hero; they will write a short summary by learning
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 ___________________________________
Learning needs:
Civics: ___________________________________
ICT: ___________________________________
Students will learn to use a Word processing program
and basic formatting (fonts, tables, diagrams, clip art) to
present a short description of a national hero.
___________________________________
___________________________________
___________________________________
___________________________________
111
Slide 15 ___________________________________
Learning needs:
English:
___________________________________
Students will learn and use new vocabulary for the
___________________________________
partner, creating and formatting a word document,
and reading a short article.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 16 ___________________________________
Materials:
Organizer (Handout A) ___________________________________

Article (Handout B)
Sentence stems (Handout C) ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
Activities:

___________________________________
ICT: Create a word document to write a

description; use formatting and save the
___________________________________
document.

___________________________________
___________________________________
___________________________________
___________________________________
112
Slide 18 ___________________________________
Activities:

___________________________________
Review the sentence structure for complex
sentences using because and since.

___________________________________
activity.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 19 ___________________________________
Assessment:
Written summary of student reviews of the hero using

___________________________________
a word processing program.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________
Warm up:
___________________________________
Civics teacher:
In pairs, ask students to identify a Georgian hero.

___________________________________
Each pair should report at least one hero to the
class, making a class list.

___________________________________
___________________________________
___________________________________
___________________________________
113
Slide 21 ___________________________________
Activity 1: English teacher:
Ask students to return to pairs to write as many words

describing what is a hero based on ideas about their hero using
___________________________________
Handout A.
Hero
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 22 ___________________________________
Activity 2:
English and/or Civics Teacher: ___________________________________

Each pair will share their list with the class, and the
teacher should create a class vocabulary list, providing
ICT Teacher: ___________________________________

(If possible, the technology teacher can type while the
class creates the list so that it is projected for all students
to see; otherwise, one of the teachers should write the
list on the board).
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23 ___________________________________
Activity 3:
Civics or English teacher: ___________________________________

Read short article in Handout B aloud as a class.
English teacher:
Ask students to guess at or look up unfamiliar words.
___________________________________
ICT Teacher:
ICT teacher can demonstrate online dictionary use.

___________________________________
___________________________________
___________________________________
___________________________________
114
Slide 24 ___________________________________
Activity 4:
Civics teacher:
Ask students to discuss in pairs whether they think
___________________________________
Kikabidze is a hero or not based on their list of words
describing a hero.
English teacher: ___________________________________

English teacher circulates to make sure students
understand activity and vocabulary.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 25 ___________________________________
Activity 5:
Civics teacher:
Ask students to write a short answer the question: Is ___________________________________
Kikabidze a hero? Why or why not?
English teacher:
Presents model sentences and conjunctions because and
since. ___________________________________
ICT Teacher:
Demonstrates the use of word processing and basic
formatting. Civic and Technology Education through English Language (CTEL) Program
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26 ___________________________________
Assessment:
Final written description will show vocabulary, writing,

___________________________________
civics ideas, and technology skills.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
115
Slide 27 ___________________________________
Closure:
Civics/ICT/English teachers:
___________________________________
If time allows, students read their writing to a partner.
Collect papers (printed or emailed or shared on Google ___________________________________

Docs)

___________________________________
___________________________________
___________________________________
___________________________________
Slide 28 ___________________________________

___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 29 ___________________________________

___________________________________
National Heroes
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
10
116
Slide 30 ___________________________________
Objective:
Students will read a short article on a Georgian National

___________________________________
Hero and present a summary to classmates. They will take
notes on an organizer in a word document.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 31 ___________________________________
Learning Needs:
Civics:
___________________________________
ICT:
Students will learn to follow a link to read a short article
online. ___________________________________
Students will learn to format and fill in a table using a
word processing program to take notes on national
heroes.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 32 ___________________________________
Learning Needs :
English:
___________________________________
Students will learn to use new vocabulary for the
sentences with conjunctions because or since. ___________________________________
partner, creating and formatting a word document, and
reading a short article.
___________________________________
___________________________________
___________________________________
___________________________________
11
117
Slide 33 ___________________________________
Materials:
___________________________________

___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 34 ___________________________________
Activities:
Civics:
Read about one National hero and take notes on heroes
___________________________________
presented by classmates.
ICT:
Use a word processing program to fill in a table in a word
document, formatting appropriately. ___________________________________
English:
Review past tense and identify new verbs in the past tense
from reading.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 35 ___________________________________
Assessment:
Students will turn in their table showing mastery of civics

___________________________________
facts, correct English vocabulary, and word processing skills.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
12
118
Slide 36 ___________________________________
Warm up:
Civics teacher:
___________________________________
Students should think of a Georgian national leader, and
list verbs describing what he or she did in his lifetime.
English teacher: ___________________________________

Students share verbs or sentences, with the teacher
correcting verbs in the past tense as needed.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 37 ___________________________________
Warm up:
ICT teacher:
Fill in electronic version of the organizer in Handout A as the
students present and the English teacher corrects verbs.
___________________________________
Hero
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 38 ___________________________________
Activity 1:
Civics teacher:
Pass out the list of heroes in Handout B (or ask students to ___________________________________
open in a Google Doc).
Ask students to count off by 5.
Students will read about the hero corresponding to their

___________________________________
numbers.
Students should move to groups corresponding to their

numbers.
___________________________________
___________________________________
___________________________________
___________________________________
13
119
Slide 39 ___________________________________
Activity 1:
ICT Teacher:
___________________________________
ICT teacher shows students how to open a browser and go to
the link to read about their hero.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 40 ___________________________________
Activity 2:
English teacher:
___________________________________
Students take turns reading aloud in groups.
They should underline the past tense verbs. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 41 ___________________________________
Activity 3:
ICT Teacher:
ICT teacher shares word document in Handout C (Google
___________________________________
Docs or Email).
Teacher explains how to type in a box of the table.

___________________________________
Civics + English Teachers
Explain that students should write a few sentences about
what their hero did that was important for Georgia.

___________________________________
___________________________________
___________________________________
___________________________________
14
120
Slide 42 ___________________________________
Activity 4:
English teacher:
Divide up each numbered group into new groups. Each
___________________________________
new group should have 5 members: 1 of each number.
Ask students to read their summary of what their hero

did. ___________________________________
ICT teacher:
Ask students to continue typing into their table to take
notes on heroes that their group mates present.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 43 ___________________________________
Assessment:
Final assessment will show understanding of National Heroes,

___________________________________
use of tables in word processing, and mastery of vocabulary,
and use of because and since.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 44 ___________________________________
Closure:
Students turn in their completed tables.

___________________________________
If time allows, ask students to share two things they
learned.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
15
121
Slide 45 ___________________________________

___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 46 ___________________________________
Additional activities on National Heroes

___________________________________
to support Content Based Instruction for Civic
and Technology Education through English
language
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 47 ___________________________________
Read about different heroes for class
presentations using power point ___________________________________
Compare different types of heroes using graphic

presentations ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
16
122
Slide 48 ___________________________________
Create a role play with a journalist interviewing ___________________________________

national heroes (video taping, recording, or
using images)
Combine online history research online with ___________________________________

reporting on national heroes

___________________________________
___________________________________
___________________________________
___________________________________
Slide 49 ___________________________________
Lesson Planning Workshop
Next, we will work together to create and plan ___________________________________

CBI lessons on National Heroes.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
17
123
124
Module 1 Handout 10
Lesson Plan Example 1
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will discuss what makes a hero, and learn about a national hero by reading about
and discussing why he/she is a hero; they will write a short summary by learning about
and using a word processing program.
Learning needs and objectives:
Civics: Students will learn about a specific national hero and analyze the qualities
of a national hero.
ICT: Students will learn to use a Word processing program and basic formatting
(fonts, tables, diagrams, clip art) to present a short description of a
national hero.
English: Students will use new vocabulary for the qualities of a hero. Students will
practice writing sentences with conjunctions because or since.
Students will follow instructions for working with a partner, creating and
formatting a word document, and reading a short article.
Materials:
Organizer (Handout A)
Article (Handout B)
Sentence stems (Handout C)
Activities:
125
ICT: Create a word document to write a description; use formatting and save
the document.
Review the sentence structure for complex sentences using because and
since
Practice classroom language for each activity.
Assessment: Written summary of student reviews of the hero using a word processing
program.
126
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will discuss what makes a hero, and learn about a national hero by
reading about and discussing why he/she is a hero; they will write a short summary by learning
Stage of Lesson Activity Time Classroom language

needed
Warm up: Civics teacher: 5 minutes Work in pairs
Civics In pairs, ask students to identify
a Georgian hero. Name a hero
Each pair should report at least Tell the class

one hero to the class, making a
class list.
Activity 1: Civics, English teacher: 5 minutes Describe the qualities

English Ask students to return to pairs to of a hero.
write as many words describing
what is a hero based on ideas Work with a partner.
about their hero using Handout
A.
Activity 2: Civics, English and/or Civics Teacher: 5 minutes Share your list.
ICT, English Each pair will share their list
with the class, and the teacher
should create a class vocabulary
list, providing correction as
needed.
(If possible, the technology

teacher can type while the class
creates the list so that it is
projected for all students to see;
otherwise, one of the teachers
127
should write the list on the

board).
Activity 3: Civics, Civics or English teacher: 10 minutes Read aloud.

ICT, English Read short article in Handout B
aloud as a class. Open browser.
English teacher: Go to dictionary.com

Ask students to guess at or look (or Google Translate
up unfamiliar words. or other site)
ICT Teacher: Type in word to

ICT teacher can demonstrate search.
online dictionary use.
Activity 4: Civics, Civics teacher: 10 minutes Analyze

English Ask students to discuss in pairs
whether they think Kikabidze is
a hero or not based on their list
of words describing a hero.
English teacher:
English teacher circulates to
make sure students understand
activity and vocabulary.
Activity 5: Civics, Civics teacher: 10 minutes Sentences

ICT, English
Ask students to write a short Because
answer the question: Is Since
Kikabidze a hero? Why or why
not?
Start the program
English teacher: Save the document
Presents model sentences and Type your sentences
conjunctions because and Change your fonts
since.
ICT Teacher:
Demonstrates the use of word
processing and basic formatting.
Assessment: Final written description will

Civics+ English+ show vocabulary, writing, civics
ICT ideas, and technology skills.
128
Closure If time allows, students read 10 minutes

their writing to a partner.
Collect papers (printed or

emailed or shared on Google
Docs)
129
Example Lesson 1
Handout A
Hero
130
Example Lesson 1
Handout B
Vakhtang Kikabidze
Adapted from Wikipedia, the free encyclopedia
Vakhtang "Buba" Kikabidze is a Georgian singer and actor. He has been in many films. He is
the son of Princess Manana Bagration-Davitashvili. He was born in Tbilisi. He is a People's
Artist of Georgia and has received many awards. He was also in a number of various music
contests and film festivals in the Soviet Union, Georgia and worldwide. In 1999, his star was
embedded on the "Star Square" in Moscow.
http://en.wikipedia.org/wiki/Vakhtang_Kikabidze
131
Example Lesson 1
Handout C
I think he is a hero because _______________, _______________, and _______________.
Since he _______________, _______________, and _______________,
________________________________.
132
Module 1 Handout 11
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will read a short article on a Georgian National Hero and present a summary to
classmates. They will take notes on an organizer in a word document.
Civics: Students will learn about a specific national hero and analyze the qualities
of a national hero.
ICT: Students will learn to follow a link to read a short article online.
Students will learn to format and fill in a table using a word processing
program to take notes on national heroes.
English: Students will use new vocabulary for the qualities of a hero. Students will
practice writing sentences with conjunctions because or since.
Students will follow instructions for working with a partner, creating and
formatting a word document, and reading a short article.
Materials:

133
Activities:
Civics: Read about one National hero and take notes on heroes presented by
classmates.
ICT: Use a word processing program to fill in a table in a word document,

formatting appropriately.
English: Review past tense and identify new verbs in the past tense from reading.
Assessment: Students will turn in their table showing mastery of civics facts, correct
English vocabulary, and word processing skills.
134
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will read a short article on a Georgian National Hero and present a
summary to classmates. They will take notes on an organizer in a word document.

needed
Warm up Civics teacher: 10 minutes Past tense verbs
Students should think of a Lifetime
Georgian national leader,
and list verbs describing Past tense verbs
what he or she did in his
lifetime. Because, Since
English teacher:
Students share verbs or
sentences, with the teacher
correcting verbs in the past
tense as needed.
ICT teacher:
Fill in electronic version of
the organizer in Handout A
as the students present and
the English teacher corrects
verbs.
135
Activity 1: Civics, Civics teacher: 10 minutes Count off.

ICT Pass out the list of heroes in
Handout B (or ask students Move to number
to open in a Google Doc). groups.
Ask students to count off by Open a browser (or

5. Google Doc).
Students will read about the Click the link (if a

hero corresponding to their Google Doc)
numbers.
Type in the URL.
Students should move to
groups corresponding to
their numbers.
ICT Teacher:
Show students how to open
a browser and go to the link
to read about their hero.
Activity 2: English English teacher: 10 minutes Take turns reading

Students take turns reading aloud.
aloud in groups.
Underline past tense
They should underline the verbs.
past tense verbs.
Activity 3: Civics, ICT Teacher: 15 minutes Open document

ICT, English Share word document in Tab
Handout C (Google Docs or Type
Email). Table cell
Save
Teacher explains how to
type in a box of the table. Write sentences.
Civics + English Teachers:

Explain that students should
write a few sentences about
what their hero did that was
important for Georgia.
136
Activity 4: Civics, English teacher: 15 minutes Form new groups.

ICT, English Divide up each numbered Take notes.
group into new groups.
Each new group should Fill in table.
have 5 members: 1 of each
number.
Ask students to read their

summary of what their hero
did.
ICT teacher:
Ask students to continue
typing into their table to
take notes on heroes that
their group mates present.
Assessment Final assessment will show

understanding of National
Heroes, use of tables in
word processing, and
mastery of vocabulary, and
use of because and since.
Closure Students turn in their Two new facts.

completed tables.
If time allows, ask students

to share two things they
learned.
137
SAMPLE LESSON 2 HANDOUT A
Hero
138
SAMPLE LESSON 2 HANDOUT B
1. Former President Zviad Gamsakhurdia
https://en.wikipedia.org/wiki/Zviad_Gamsakhurdia
2. Businessman Badri Patarkatsishvili: ___________________________
http://en.wikipedia.org/wiki/Badri_Patarkatsishvili
3. Singer, actor Vakhtang Kikabidze: ___________________________
http://www.huliq.com/1/78027/vakhtang-kikabidzes-song-hits-wrong-note-russia
4. King David the Builder: ___________________________
https://en.wikipedia.org/wiki/David_IV_of_Georgia
5. Poet Shota Rustaveli: __________________________
https://en.wikipedia.org/wiki/Shota_Rustaveli
139
SAMPLE LESSON 2 HANDOUT C
National Hero What was he /they important? What did he do?
1. Former President
Zviad Gamsakhurdia
2. Businessman Badri
Patarkatsishvili
3. Singer, actor
Vakhtang Kikabidze
4. King David the

Builder
5. Poet Shota
Rustaveli
140
Module 1 Handout 12
Additional Resources on National Heroes
Georgian National Heroes
Georgian Music. Portraits of Georgian Musicians. Best Georgian Music Online. Retrieved
November 18, 2011 from http://www.georgian-music.com/free_music/composers.php . This site
provides a short bio for a long list of Georgian composers and musicians in English which could
be used for lesson plans on cultural leaders.
Georgian Foreign Mass Media. The Georgian Times. Retrieved November 18, 2011 from
http://www.geotimes.ge/ . This site is the homepage for English language newspaper The
Georgian Times, which can be used for activities related to current political and cultural leaders.
The Messenger Online: Live Georgia Updates. Retrieved November 18, 2011 from
http://www.messenger.com.ge/index.html This site provides extensive news in English,
including national and international news and leaders. These articles are potentially very useful
for activities related to political and cultural leaders.
Wardop, M. Georgian Folk Tales. Retrieved December 14, 2011 from http://www.sacred-
texts.com/asia/geft/index.htm . This site contains short folk tales from Georgia, the heroes of
which could become lessons, even if the texts are too complex.
U.S. National and Historical Heroes
Banville, S. (2008). Famous People Lessons: ESL/EFL Lessons Using Biographies and Profiles.
Retrieved November 15, 2011 from http://www.famouspeoplelessons.com/ This site contains a
collection of dozens of famous people from around the world, including politicians and
celebrities, with lesson plans and vocabulary activities.
Daniel Elementary School. American Heroes. Retrieved November 20, 2011 from
http://www1.kent.k12.wa.us/ksd/DE/research/heroes.html . This site collects resources on
numerous historical figures in the U.S, from Patrick Henry to Harriet Tubman. Information can
be extensive or brief so editing may be required.
Education World (2010). Heroic Activities Celebrate Heroes. Retrieved November 18, 2011
from http://www.educationworld.com/a_lesson/lesson/lesson218.shtml . This site contains a
number of ideas for celebrating heroes for students of all ages.
ESL Flow. Famous people/ celebrity lesson plans for ESL students. Retrieved November 20,
2011 from http://www.eslflow.com/teachinglanguagewithmovies.html . This site provides
lesson materials and activities on a variety of celebrities such as Oprah Winfrey and other
personalities.
141
Lessons on Famous Americans. English Language Civics. Retrieved October 21, 2011 from
http://www.elcivics.com/famous-americans-lessons.html . This collection of short readings
focuses on famous political leaders from history and the contemporary political scene in the U.S.
Scholastic Books. Our Heroes. Teachers: Where teachers come first. Retrieved November 18,
2011 from http://www.scholastic.com/teachers . This resource contains several lesson plans on a
variety of topics, including a unit on heroes.
142
Georgian Heroes
Resources from The Georgian Times
Sport
Georgia Beats Croatia 1:0

Georgia beat Croatia in the
second round of the Euro
2012 Qualification match
held in Boris Paichadze
stadium .
Croatians took the lead in
the beginning, but
Georgians managed to beat
Croatia, in the last minute
Levan Kobiashvili scored the goal.
The match was attended by President of Georgia Mikheil Saakashvili who was standing to applaud
the match.
People congratulated each other on the victory in Tbilisi streets.
http://www.geotimes.ge/index.php?m=home&newsid=24579
Sport
Georgian rugby team beats Russia 15:9

The Georgian rugby team has beaten the Russian team
15:9.
The Georgian team became winner of the European
Nations Cup.
The game was held at Slava Metreveli stadium in Sochi.
Despite the bad cover of the stadium, the Georgian rugby
team gained preference from the very beginning which
finally led to a clear victory.
http://www.geotimes.ge/index.php?m=home&newsid=24513
143
Bidzina Ivanishvili talks about actions, implementation of which will bring Georgia to
fulfillment of Georgian dream
Bidzina Ivanishvili has talked about the actions, implementation of which will bring Georgia
to fulfillment of Georgian dream'.
Bidzina Ivanishvili made this statement at the presentation of the
Georgian Dream movement today.
According to Ivanishvili, balance should be restored between
executive, legislative and judicial branches of government in order
to evade authoritarian ruling; any constitutional amendment or law
should be passed only after public consultations; government's
activities should be as transparent as possible, and it should reflect
interests of its employer - the Georgian people; media must be
freed from the government's control and should become a control mechanism, which will
enable society to make a choice on the basis of unbiased information; justice should be
founded on the principle of supremacy of law.
"We believe that commitment of each member of the society to these principles will lead us
the fulfillment of the Georgian dream', said Ivanishvili.
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U.S. Heroes
Resources from EL Civics
Barack Obama Lesson

U.S. History and Government
Barack Obama, Jr. is the

current President of the
United States.
He was elected in
November 2008, and took
office at noon on January
20, 2009.
Obama is the 44th
President of the United
States.
He is the first African
American to become a
U.S. President.
Obama was born in
Honolulu, Hawaii, on
August 4, 1961.
His father was black and
was born in Kenya, Africa,
and his mother was white
and was born in Kansas,
U.S.A.
Obama's parents divorced
when he was a toddler
and his mother, step-
father, and maternal
grandparents raised him.
Obama graduated from
Columbia University in
New York City in 1983
with a BA in political
science.
He worked several jobs
after graduating college.
One of those jobs was as
a community organizer in
Chicago, Illinois.
In 1988, Obama enrolled
in Harvard Law School. He
graduated in 1991.
While at Harvard Law
School, Obama became
the first African American
President of the
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prestigious Harvard Law

Review.
After working as a lawyer
for several years, Obama
entered politics. He served
in the Illinois State Senate
from 1996-2004.
Obama was the junior
U.S. Illinois Senator from
2005 until he won the
U.S. Presidential election.
He took the Presidential
Oath of Office on January
20, 2009.
Obama is a Democrat, and
his Vice President is Joe
Biden. Biden is from
Delaware.
Barack Obama is married
to Michelle Obama, and
they have two daughters.
Their oldest daughter is
Malia and their youngest
daughter is
CIVICS FACTS
1. Obama's full name is Barack Hussein Obama II. He is

named after his father, Barack Obama, Senior.
2. Obama attended grade school in Jakarta, Indonesia

after his mother married an Indonesian man.
3. For twelve years, he taught constitutional law at the

University of Chicago Law School.
4. Obama smokes, but is currently trying to stop.
5. He married Michelle Robinson in 1992.
http://www.elcivics.com/barack-obama.html
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Martin Luther King, Jr. Lesson

U.S. History and Government
Martin Luther King, Jr. fought for

civil rights.
He worked for equality for African
Americans and all Americans.
He was part of the Civil Rights
Movement, which tried to end
racial discrimination.
King was born on January 15,
1929, in Atlanta, Georgia.
He entered college when he was
15 years old.
At 24 years old, he became the
minister of Dexter Avenue
Baptist Church in Montgomery,
Alabama.
For 382 days he led the
Montgomery Bus Boycott.
Dr. King believed in nonviolent
civil disobedience.
In 1963, during the March on
Washington for Jobs and
Freedom, he gave his famous "I
Have a Dream" speech in front of
the Lincoln Memorial.
His dream was equality and civil
rights for all Americans.
In 1964, he won the Nobel Peace
Prize.
King was shot and killed by
James Earl Ray in Memphis,
Tennessee, on April 4, 1968.
He was shot while he was on the
second floor balcony of the
Lorraine Motel.
About 300,000 people attended
his funeral.
Dr. Martin Luther King, Jr. is
buried at the King Center. His
wife Coretta Scott King is buried
with him.
The third Monday in January is
Martin Luther King, Jr. Day. It is
a national holiday. It is on
January 21 in 2008.
A memorial in Washington, D.C.
is being built to honor Dr. King.
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CIVICS FACTS
1. When he was born the doctor wrote 'Michael'

instead of Martin on his birth certificate. He changed it
when he was older.
2. Dr. King was against the United States's

involvement in the Vietnam War.
3. More than 730 American cities have streets named

after him.
4. The night before he was killed, Dr. King spoke about

his death.
5. Martin Luther King, Jr. continued to receive awards

after his death. In 1977, he was awarded the
Presidential Medal of Freedom by President Jimmy
Carter.
http://www.elcivics.com/martin_luther_king_jr.html
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Abraham Lincoln for ESL Students

by elcivics.com
Abraham Lincoln was the 16th president of the United States. He is one of our most famous and
important presidents. His picture is on the American penny and on the five dollar bill. Many cities,
streets, and schools are named after him. In this lesson, you will see pictures of Abraham Lincoln, the
Civil War, and the Lincoln Memorial in Washington, D.C. I hope you enjoy learning about this famous
American. (3 pages)
Who is Abraham Lincoln?
Abraham Lincoln was the 16th

president of the United States.
He was president from 1860-1865.
When was Abraham Lincoln born?
He was born on February 12, 1809.
He was born in a log cabin in

Kentucky. His family was poor.
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What war was fought when Lincoln was

president?
The Civil War was fought when Lincoln

was president. It was a war between the
North and the South.
The North won the war.
What happened after the Civil War?
After the Civil War, the slaves were

freed and the United States become
united again.
Which Amendment freed the slaves?
The 13th Amendment freed the

slaves.
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When did President Lincoln die?
He died on April 15, 1865. He was 56

years old.
An actor named John Wilkes Booth

shot Lincoln in the back of his head
when he was at the Ford Theater in
Washington,D.C.
Where is Abraham Lincoln buried?
He is buried in Springfield, Illinois.
His wife Mary and three of their four

sons are also buried there.
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Where is the Lincoln Memorial?
The Lincoln Memorial is in Washington,

D.C. near the Potomic River.
Was Abraham Lincoln a great president?
Yes, he was.
He will be remembered forever.
http://www.elcivics.com/esl_abraham_lincoln3.html
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U.S. Heroes
Resources from Google Images
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http://www.google.com/search?q=pictures+of+famous+american+heroes
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Heroes General
Resources from Education World
Heroic Activities Celebrate Heroes
Everyone has a hero -- someone to look up to or admire. This week, Education Word offers
ten lessons that will get students thinking about their heroes. Included: Activities --
students create a picture book about their heroes, develop holidays honoring their favorite
heroes, create memorials for animal heroes, and more! Plus additional online resources!
Who are our heroes? Abraham Lincoln, George Washington, John F. Kennedy, Franklin D.
Roosevelt, and Martin Luther King Jr. were among the names cited most often as national heroes
in a recent ABCNews Poll of Adults. Among children, results from a Sports Illustrated for Kids
Omnibus Study showed that relatives -- particularly parents -- and friends top the list of heroes,
followed by athletes and "religious figures."
Why not ask your students to write about their heroes? Students, teachers, and parents can
contribute stories and pictures about their heroes to My Hero, an ongoing online project started
in 1994. The site now has a database of thousands of hero features contributed by people from
around the world!
You can use the ten activities below to help your students explore the heroes in their lives -- and
among themselves! A brief description of each lesson appears below; appropriate grade levels
for each activity appear in parentheses. Click any headline below for a complete teaching
resource!
My Heroes Picture Book

Students create a picture book about family members and friends who are heroes. (Grades Pre-K,
K-2)
What Makes a Hero?

Students complete a work sheet about the characteristics of a hero. (Grades 3-5, 6-8, 9-12)
Who Are Your Heroes?

Students write about famous people, family members, and friends who are personal heroes.
(Grades 3-5, 6-8)
Honor Your School and Community Heroes

Students create a special event or an award to honor a hero in the school and/or community.
(Grades K-2, 3-5, 6-8, 9-12)
Create a Holiday for Your Favorite Hero

Students create a holiday for a hero not currently honored with a holiday. (Grades K-2, 3-5, 6-8,
9-12)
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Heroes in History ABC Book

Students create an ABC book about heroes in history. (Grades 3-5, 6-8, 9-12)
Heroes Mural
Students create a mural showing famous people regarded as heroes. (Grades K-2, 3-5, 6-8, 9-12)
Animal Heroes: Dogs in War

Students learn about the roles dogs played in saving lives during wars and create a memorial for
the animals. (Grades 6-8, 9-12)
Superhero Comic Strip

Students create a new superhero and write a comic strip about the superhero! (Grades 3-5, 6-8, 9-
12)
In Your Opinion: Are Athletes Heroes?

Students participate in a classroom debate about athletes as heroes. (Grades 6-8, 9-12)
ADDITIONAL RESOURCES
Heroes WebQuest
In this unique WebQuest for the middle grades, students pretend they are Earthlings on an
imaginary planet who have been asked to explain the qualities of a hero and find people on Earth
who possess those characteristics. Students work in groups to complete the project as PowerPoint
presentations.
Heroes and Heroines in the Family

In this unit from the Yale-New Haven Teacher's Institute, students study multicultural fairy tales
and folktales to learn about heroes in various cultures. Written for middle school students, many
of the activities in the unit can be adapted for elementary grades.
Related Articles from Education World
My Hero -- A Class Mural
Heroes Online: Looking to the Web for Those We Can Look Up To
Copyright 2010 Education World
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Heroes General
Resources from Scholastic
Our Heroes
Lesson Plan for Grades K-2
Heroes can be powerful role models that help students develop personal values, build self-
identity and create goals. Students will brainstorm what it means to be a hero, discuss the
people they admire, and think about the kind of person they would like to be. By sharing
their hero stories with the class, students can improve upon their verbal and presentation
skills, making this curriculum valuable in a variety of ways.
National Standards
English Language Arts #12: Communication Skills

Students use spoken, written, and visual language to accomplish their own purposes
(e.g., for learning, enjoyment, persuasion, and the exchange of information).
Social Studies: from Theme 1 Culture
Experiences that provide for the study of culture and cultural diversity so that the
learner can explore and describe similarities and differences in the ways groups,
societies, and cultures address similar human needs and concerns.
OBJECTIVE
Students will:
Clarify the characteristics of people they admire and why they are heroes
Share hero stories from their own family backgrounds with their classmates
Practice research and presentation skills
Activity
Write a letter to parents explaining the hero assignment and asking for their help and
cooperation. Sample: "Please help your child think about the heroes in his or her own life by
choosing a family member, neighbor or celebrity whom s/he admires. Then help your child
prepare a short presentation for the class using the handout provided. To help with the
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presentation, please print on the handout what your child wants to say about this person
and include a photo or drawing of the student's hero to display during the presentation."
Create a handout to send to parents with questions the student should answer in the
presentation. Samples: What is the hero's name? Where was your hero born? How
old is s/he? Why is your hero special to you? What has your hero done that you
admire?
When the student brings in the completed handout make one copy for each student.
http://www.scholastic.com/browse/lessonplan.jsp?id=1085#reproducibles
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Heroes General
Resources from ESL Flow
HEROES DISCUSSION
STUDENT As QUESTIONS (Do not show these to student B)
1) Who is your hero?
2) Are most of your heroes male or female?
3) Are you a hero to anyone?
4) Who is your countrys biggest national hero and why?
5) Is there a local hero in your town?
6) What makes a hero a hero?
7) Do you think one persons hero is another persons villain?
8) What do you think of hero worship?
9) Do you think rock stars are really heroes?
10) Do you think sports stars are bigger heroes than rock stars?
Hundreds more free handouts at www.eslDiscussions.com
-----------------------------------------------------------------------------
HEROES DISCUSSION
STUDENT Bs QUESTIONS (Do not show these to student A)
1) Do you have a sporting hero?
2) What do you think an accidental hero is and how does he/she become a hero?
3) What do you think an unsung hero is?
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4) What do you think of this quote: We can all be heroes in our virtues, in our
homes, in our lives?
5) And this one: A hero's greatest act is to lay down his sword?
6) Do you think soldiers and police officers are heroes?
7) What do you know about Guitar Hero and Monkey hero?
8) Is it important to have heroes?
9) Who were your heroes when you were a child?
10) What questions would you ask your hero if you met him/her?
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Module 1 Handout 13
Feedback on Micro Teaching and Classroom Observations
1. Which of the following aspects of Content Based Instruction are found in this lesson?
Lesson contains an objective for civics and technology
Lesson includes English language objective supporting content objective
Activities reflect logical steps toward achievement of objective
Activities are shared among the teachers
Final activity / assessment shows civics, technology, and English achievement
2. How does the lesson address the objective for civics?
3. How does the lesson address the objective for technology?
4. How does the lesson address the language needed for content objectives and activities?
5. How does the lesson collect evidence of students achieving the objectives?
6. Post observation reflection:
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MODULE 2: DEMOCRATIC, STUDENT-CENTERED INSTRUCTION
Time Topics/Activities Instructor Information

Hour Reflections and Best Ask teachers in their triads to talk to their triad
1 Practices from Module 1 partners and reflect on what went well in their
CBI initial CBI and what they would like to change in
Handout 1 the future. Handout 1 contains these questions.
Handout 2 After some discussion time, they should share their
reflections with another triad.
Ask for volunteers to share with the class
Back in their groups, share best practices from their
CBI instruction, taking notes on Handout 2.
Ask each group to volunteer at least one best
practice. Create a whole class list.(Take a photo of
this list)
If you have noted particularly exemplary lessons in your

observations, ask the teacher to share with the whole class,
noting the best practices.
Hour Introduction to Introduction to Democratic, Student-Centered Instruction

2 Democratic, Student- KWL (See Handout 3)
Centered Instruction Ask teachers to fill in the first 2 columns alone,
Handout 3 then to brainstorm in pairs; (10 minutes)
Handout 4 do a class-wide sharing (15 minutes)
Handout 5 Interactive Presentation Presentation 1 and
Handout 6 Handout 4
Handout 7 Please see Handout 4 Instructor Version
Lecture Notes.
At slide 13, note that USING technology and
English as part of civics learning is the important
aspect of CBI. This works well with student-
centered learning because students will participate
with each other and achieve objectives through
concrete activities. The level and needs of the
students determine what objectives in each area are
appropriate for their students.
Slide 16 refers to Handout 5; ask teachers to meet

with their triads and then to brainstorm the three
main areas of the learner profile. (10 minutes)
This should lead to deepening their understanding
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of student needs and interests in civics, technology,

and English.
Ask for volunteers to share their ideas (20 minutes)
Then, with their triads, they should use Handout 6

to fill in a sample objective. (Slide 17) This
handout has space for all three areas. They should
have a sense of how the areas fit together based on
Module 1 work, but this provides another
opportunity to think about student needs and design
goals and activities that can build their learning.
The final slided will show some sample activities.

Spend some time discussing how these could be
used to meet the objectives listed.
(End of lecture)
Handout 7 provides the lesson plan template. Spend

some time discussing how the activities should
support the objective, then note that youll see some
sample student-centered lesson plans in the next
hour. Note that each lesson should have a warm up,
activities that are steps in support of the objective,
and finally an assessment to review how the
students have met the objective.
While they did this in Module 1, this week they

should focus on student choice, and active student
leadership and engagement.
If time allows, ask them spend a few minutes filling

in the L on their KWL chart.
Hour Introduction to Civic Presentation 2 (Handout 8) presents Civic Education topic
3 Education Topic 2: 2. Use presentation to provide an overview of how holiday
Holidays resources can be used in student-centered teaching and
Handout 8 sample lesson activities.
Handout 9
Handout 10 Please see Handout 8 Instructor Version Lecture
Handout 11 Notes.
Handout 12
Slides 3 and 5 have discussion questions. Participants
should discuss each in pairs. As ideas are generated, make
a class list.
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Handout 9 contains the Lesson Plan Example

(Lesson Plan Example 2 has a supporting
presentation, Handout 11 and a powerpoint format
that you can show)
Discuss and answer questions as you proceed through the

lesson.
The final column of the lesson plan handout identifies

some classroom language teachers may need for activities.
Ask participants to identify other language they may need
to teach the lesson. Teachers can identify and practice
additional language.
After each lesson, there are discussion questions that link

back to the civics topic and to the methodology topics
covered so far CBI and student-centered instruction.
These are a way to reflect and consolidate the models.
Participants can discuss in their triads.
Then provide Handout 12 a list of resources about

holidays.
Hour Lesson Planning Ask participants to use Handout 12, the ideas about
4 Workshop student-centered lesson planning, and the Handout 7 lesson
Handout 7 plan template to design a 20-minute lesson to present to
Handout 12 their peers.
Handout 13
Participating teachers should work in their triads to prepare

a plan to present in their own classrooms.
They should plan for a 20 minute microteaching session,

actually teaching using the civics education materials in a
student-centered, communicative lesson.
When they finish they should write their lessons main

points on a sheet of sticky flip chart paper, using a dark
marker and clear printing. This will be used as they
present their lessons to their peers.
At the end of the planning hour, ask for 2 triads to
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volunteer for whole class presentation /microteaching. If no

one volunteers, select the groups randomly.
Hour Microteaching The two volunteer triads will have 20 minutes each (with
5 Handout 13 10 minutes for feedback each) to do their microteaching in
front of the class.
Ask for peer feedback (using Handout 13). Explain that

you will use the same form for feedback on your classroom
observations.

feedback.
feedback.
Ask for peer feedback (using Handout 13): Which student-

centered characteristics did the teacher incorporate into the
CBI lesson plan?
Hour Microteaching & Wrap
6 up For the second hour of micro teaching, each triad will
present a lesson to another triad, with 20 minutes to present
and 10 minutes for feedback each using the feedback form.
Those who presented in the first hour can wander to assist

and observe.
Wrap up:
If you did not do this earlier, ask participants to spend a

few minutes filling in the L on their KWL chart.
Tell the teachers when you will be coming to visit; ask

them to try a planning and teaching a student- centered CBI
lesson in their own classroom, and to write a reflection for
their portfolios and for discussion at the next workshop.
Let them know that when you visit, youd like to observe
them and will provide feedback using Handout 13.
Post-departure:
After participants leave, take photos of each posted lesson
overview on chart paper to share with participants.
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Module 2
Module 2 Handout 1
Reflection
What went well in your initial CBI lessons in your schools?
What would you like to change in the future? Collaboration? Content? Language?
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Module 2 Handout 2
Reflections on Best Practices in CBI
1. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
2. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
3. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
4. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
5. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
6. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
7. _________________________________________________________
_________________________________________________________
_________________________________________________________
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_________________________________________________________.
8. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
9. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
10. _________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________.
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Module 2 Handout 3
KWL
What do you KNOW about What do you WANT to What did you LEARN today
Democratic, student- learn about Democratic, about Democratic, student-
centered instruction student-centered instruction centered instruction that
youll use in your
(K) (W) classroom?
(L)
(To be filled in at the

conclusion of the workshop)
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
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Module 2 Handout 4
Presentation 1 Instructor Version Lecture Notes
Slide 1

This presentation will focus on how to make instruction student-centered by including choice, higher order
thinking, and student autonomy. These principles were present in Module 1, but this presentation will make
them explicit.
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Slide 2
Instead of being teacher-centered,

democratic student-centered instruction
focuses on the learner.

This may be a new idea to participants, that learning should begin with student interests and needs, and focus on
their using new knowledge rather than just memorizing or acquiring it passively. It would be interesting to
elicit ideas about what a student-centered classroom means.
Slide 3
In order to focus on the learner, teachers

must gather information about learner needs,
starting with a needs assessment.

Starting with student needs and interests is important for planning meaningful learning experiences; after all, if
material does not relate to student experiences and background knowledge, their learning will be limited.
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Slide 4
A good needs assessment will measure

student language level, interests, learning
styles, and key considerations which may
impact learning.

Teachers should think of ways to determine students language abilities, interests, and how they learn so that
they can plan instruction at the right level and also design activities that will truly engage them. Ask
participants if anyone has ever conducted a needs assessment or how they determine what and how the students
need to learn.
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Slide 5
The results of the needs assessment will help

a teacher plan activities that will help
students move from their level to the desired
level of achievement and curriculum
objectives.

Understanding students background knowledge and interests is important in considering how best to design
lessons, so that students can proceed from their starting point through logical steps in the form of learning
activities that lead to their achieving the objective.
Slide 6
Instead of focusing on grammar and

memorization, democratic, student-centered
instruction focuses on communicative
approaches to language teaching.

Student-centered instruction focuses on outcomes not just passive understanding of grammar and textbook
learning, but the ability to produce language and talk about learning.
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Slide 7
Instead of the teacher talking while students

passively listen, student-centered instruction
focuses on student use of the language.

A learner-centered classroom is more active, with students doing more of the work and talking than teachers.
Slide 8
In a democratic, student-centered classroom,

the teacher takes student learning styles and
preferences into account when planning
instruction.

Ask teachers if they know their own learning styles or if they can name some. These could be visual, logical,
verbal, physical, aural, social, or solitary. (For more information, see: https://www.learning-styles-
online.com/overview/ There is also a test here that teachers could take). In some classes, teachers use a simple
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questionnaire about learning through communicating or reading, by sitting still or moving around, alone or with
others, by listening or speaking. Its important to have a general sense of how students learn.
Slide 9
Instead of the students working quietly at

their desks, democratic, student-centered
classrooms are often noisy due to group and
pair work.

Because a student-centered classroom emphasizes STUDENT production of knowledge, in which students are
active in negotiating and sharing their understandings of knowledge, classrooms are very active and can be
noisier than traditional classrooms. This is very good for language learning!
Slide 10

students often have choices about how they
undertake a task.

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Whenever possible, giving students a choice in the material they engage with or how they engage with it can
build a sense of responsibility in students who are responsible for their own learning.
Ask participants if theyve ever had a chance to let students make choices; what were the results?
Slide 11

students learn to take charge of their
learning, including setting goals.

In terms of students taking responsibility for their own learning, asking them to set goals for themselves is a
great practice. Ask teachers if anyone has tried it, and what the results have been.
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Slide 12

learning, including undertaking self-
assessment of progress toward learning
goals.

When students set goals for themselves, they can later evaluate their own progress. As they develop this habit,
they can learn to think about their learning and what steps they should take to improve their learning. This may
be a new concept but it would be interesting to hear from any participants who have tried this.
Slide 13
Instead of memorizing facts and language,

students learn to USE civics, technology, and
language, with the classroom providing a
social and academic context for authentic
work.

USING technology and English as part of civics learning is the important aspect of CBI. This works well with
student-centered learning because students will participate with each other and achieve objectives through
concrete activities. The level and needs of the students determine what objectives in each area are appropriate
for their students.
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Slide 14
Focuses on the learner

Considers student needs
Incorporates a communicative approach to
language
Classroom is active and noisy
Students have choices about their work
English Language through Civic Education (ELCE)

Program Georgetown University Center for
Language Education and Development (CLED)
In summary, the key element of lesson planning is to begin with the students in mind, to consider their needs,
and to develop active, communicative approaches to learning. Classrooms will be active and noisy as students
discuss material and share ideas and practice language; they will negotiate materials with each other and make
choices about how to present their work.
Tell students that they have seen this approach already in the Module 1 example lesson plans (and, hopefully, in
their own plans), and will continue to work on it throughout the program.
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Slide 15
Students set goals

Students evaluate their progress toward
objectives
Classroom provides social context for
language use
Material is engaging for students

Another key aspect of student-centered instruction is that students will take some responsibility for learning and
they will also use language actively to produce learning in the context of classroom work. Because they are
active in producing learning and working with material, their level of engagement will be high.
Slide 16
Meet with your triads.
Together, fill out the learner profile /overview

of student needs (Handout 5)

Handout 5 provides the means for teachers to generate as much background description of their students as they
can. This may be a new idea but will get them thinking more deeply about their students. Ask them to meet in
their triads and try to describe their students in each area. After some work time (10-15 minutes), ask triads to
share their ideas with the class (time permitting).
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Slide 17
Next, fill out the Curriculum Objectives

worksheet, Handout 6.

Next, again with their triads, they should keep the ideas about their students in mind, and use Handout 6 to fill
in a sample objective. This handout has space for all three content areas. They should have a sense of how the
areas fit together based on Module 1 work, but this provides another opportunity to think about student needs
and design goals and activities that can build their learning.
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Slide 18
Sample Learner Centered Activities:
Brainstorming
Role plays
Games
Writing projects
Goal setting
Self assessment
Interviews
Personal reactions
Slide 19
Website Design
Graphics to present ideas
Creating videos
Blogging
What other ideas can you think of?

Slides 18 and 19 provide some ideas for student centered activities that might support their objectives. They
may have used some of these in their Module 1 lesson planning. All of these activities can be used to process
and demonstrate civics learning using English. Ask participants for any other ideas they may have now. They
can save these ideas for their lesson planning later in the module.
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Slide 20
Questions and comments?

Participants may have further questions about student-centered learning. They may be concerned about
classroom management. They key to resolving this area is that the teacher needs to guide activities, be present
to help students, and be sure that activities are well organized and that students have an incentive to stay on task
(presenting to peers is a good one students do not like to be embarrassed in front of the class).
Tell participants that they will see more examples in the next hour with example lesson plans and will have a
chance to work with this approach in their own lesson plans.
(Return to the main instructions for this Module.)
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Module 2 Handout 4
Presentation 1
Slide 1 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Instead of being teacher-centered,

___________________________________
democratic student-centered instruction
focuses on the learner.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 3 ___________________________________
In order to focus on the learner, teachers

must gather information about learner needs,
___________________________________
starting with a needs assessment.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
A good needs assessment will measure

student language level, interests, learning
___________________________________
styles, and key considerations which may
impact learning.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
The results of the needs assessment will help

a teacher plan activities that will help
___________________________________
students move from their level to the desired
level of achievement and curriculum
objectives.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
190
Slide 6 ___________________________________
Instead of focusing on grammar and

memorization, democratic, student-centered
___________________________________
instruction focuses on communicative
approaches to language teaching.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________
Instead of the teacher talking while students

___________________________________
passively listen, student-centered instruction
focuses on student use of the language.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________

___________________________________
the teacher takes student learning styles and
preferences into account when planning
instruction.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
191
Slide 9 ___________________________________
Instead of the students working quietly at

___________________________________
their desks, democratic, student-centered
classrooms are often noisy due to group and
pair work.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________

___________________________________
students often have choices about how they
undertake a task.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________

___________________________________
learning, including setting goals.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
192
Slide 12 ___________________________________

___________________________________
learning, including undertaking self-
assessment of progress toward learning
goals. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 13 ___________________________________
Instead of memorizing facts and language,

students learn to USE civics, technology, and
___________________________________
language, with the classroom providing a
social and academic context for authentic
work.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 ___________________________________
Focuses on the learner
Considers student needs ___________________________________
Incorporates a communicative approach to
language
Classroom is active and noisy ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
193
Slide 15 ___________________________________
Students set goals
Students evaluate their progress toward ___________________________________
objectives
Classroom provides social context for
language use ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 16 ___________________________________
Meet with your triads.

___________________________________
Together, fill out the learner profile /overview
of student needs (Handout 5)
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
Next, fill out the Curriculum Objectives

worksheet, Handout 6.
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 18 ___________________________________
Brainstorming
___________________________________
Role plays
Games
Writing projects

Goal setting ___________________________________
Self assessment
Interviews
Personal reactions
___________________________________
___________________________________
___________________________________
___________________________________
Slide 19 ___________________________________
Website Design
___________________________________
Graphics to present ideas
Creating videos
Blogging

___________________________________
What other ideas can you think of?

___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
195
196
Module 2 Handout 5
Overview of Student Needs
How do they like

to learn?
Your
students
What is their
What are their motivation to learn
interests? civics / technology
/ English?
197
198
Module 2 Handout 6
Curriculum Objective
GRADE:
LEVEL:
CURRICULUM OBJECTIVE (INCLUDING CIVICS, TECHNOLOGY, ENGLISH):
CIVICS:
TECHNOLOGY:
ENGLISH:
WHAT TYPES OF STUDENT-CENTERED ACTIVITIES SUPPORT THIS

OBJECTIVE:
199
200
Module 2 Handout 7
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Learning needs:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Materials:
Activities:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Assessment:
201
202
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:

needed
Warm up:
English
(Background
knowledge and
language)
Activity 1: Civics,
ICT, or English
Activity 2: Civics,
ICT, or English
Activity 3: Civics,
203
ICT, or English
Activity 4: Civics,
ICT, or English
Assessment:
Closure:
204
Module 2 Handout 8
Slide 1

Holidays

Tell participants that the next part of the days work will focus on the topic of holidays as a civic
education topic, and all of its possibilities for CBI and student-centered instruction. This will be
an opportunity for them to share ideas as a group and think more deeply about student-
centeredness.
Slide 2
205
Holidays and Student-Centered

Teaching
Holidays are universal and individual.
Holidays can be a very engaging topic for

democratic-student centered teaching.

Ask participants if they think this topic is engaging; if so, why?
Slide 3

Teaching
What are some ways that holidays are related

to civic education?

Ask participants to discuss this question in pairs or in their triads. After a few minutes, ask each
pair/group to share their ideas. As ideas are generated, make a class list.
206
Slide 4

Teaching
Some ideas:
Related to historical events

Related to national traditions
Reflective of culture and national identity

Ask participants for any examples they can think of that could relate to these themes.
Slide 5

Teaching
How can the topic of holidays be student

centered?

Ask participants to discuss this question in pairs or in their triads. If they need prompting, ask
how holidays could relate to students interests, experiences, or different ways of learning. After
a few minutes, ask each pair/group to share their ideas. As ideas are generated, make a class list.
207
Slide 6

Teaching
Some ways holidays can be student-centered:
Related to students family traditions

Related to students personal experiences
Related to students town or village

These are a few ideas. If participants have not mentioned these, elicit some ideas about whether
the students would find these topics engaging, and why or why not. If not, ask what they could
do to engage the students.
Slide 7

Teaching
The topic can be used to achieve advanced or

basic objectives by altering the activities and
materials.

Ask participants for a few ideas of how the topic can be basic and how it can be more advanced.
They can use simple or complex readings and activities, pictures or long papers, basic
technology or more advanced depending on students civics, technology, and English skills.
208
Slide 8

Teaching
Were going to look at some example lesson

plans of different ways to use the topic of
holidays to create student-centered, CBI
lessons in support of civics, technology, and
English language objectives.

Please tell participants that the lesson plans are only examples, but might give them ideas for
their own students. Their students might be ready for more advanced English but need more
basic civic content. Or they may have advanced civics knowledge but basic technology and
English skills. The idea is to review and discuss some examples of student-centered CBI related
to the theme of civic education so that they can see the principles in action.
209
Slide 9

Lesson Plan Example 1 is in Handout 9. All the steps are included in this presentation. In the
students template, however, there is a final column with some classroom language presented.
They can note other important classroom language that students may need for a particular
activity.
Slide 10

Objective:
Students will be able to describe a Georgian

holiday and explain its national importance in
a group power point presentation delivered to
their peers.

Ask participants to discuss in their triad how the objective relates to each of their areas. Then
ask the class at large the ways in which the objective is student-centered.
210
Slide 11

Learning needs:
Civics:
Students will learn to describe a holiday and explain the
ways it is celebrated in Georgian national culture.
ICT:
Students will learn to navigate a website to find key
information about a Georgian holiday (if necessary)
Students will learn to prepare a power point
presentation using text, graphics, and/or images.

Ask participants if these learning needs support the objective. Also ask participants to discuss
whether the learning needs represent basic or more advanced students in each area: civics and
ICT. Are these needs that the students will want to engage with?
Slide 12

Learning needs:
English:
Students will learn and use new vocabulary
and appropriate verb tenses to describe a
holiday and its national importance.
Students will be able to follow instructions for
working with a group, answering questions,
creating and presenting a power point
presentation, and other classroom activities.
Ask teachers whether these learning needs line up with the overall objective. Are these needs of
basic or advanced students of English (the answer could be either, depending on the level of
vocabulary and verb tenses any text could be simple or more complex). Note that their own
211
students will have specific learning needs in these categories. It is important to monitor
classroom language because there may be additional learning needs in this area. The English
teacher may need to provide ongoing assistance with classroom language.
Slide 13

Materials:
Holiday vocabulary list (Handout A)

Holiday Questions (Handout B)
Student Survey (Handout C)

These example materials are included with the lesson plan handout and provide students support
for their learning in each activity.
Slide 14

Activities:
Civics:
Discuss a national holiday and describe cultural practices and
traditions. Work with a group on ideas about why this holiday
is important in Georgian culture.
ICT:
Create and develop a short power point presentation on a
Georgian holiday.
Use an online dictionary to find unknown words in English (as
needed).
Navigate a website to find information about a holiday (as
needed).

These civics activities are combined with technology to meet their learning needs Ask if the
activities will engage students and why.
212
Slide 15

Activities:
English:
Present a summary of a Georgian holiday to
peers.
Read about a Georgian holiday.
Use a dictionary to develop vocabulary (as
needed).
Review: in/on, by+gerund, because+clause.
These English language activities are designed to support civics activities and materials, and to
teach specific language skills (presentations) and content (vocabulary and the grammar listed).
A more basic level class would need a simpler reading and less grammar. Students in this class
presumably would be reviewing the grammar listed.
Slide 16

Assessment:
Power point presentation and delivery, and

group organizers.

213
This assessment will reflect civics content with technology as a means of demonstrating learning
in English. Tell participants that they will see how the assessment will give them information
about whether students have met the objective as they examine the sequence of activities.
Slide 17

Warm up:
Civics teacher:
Ask students to think about what their favorite holiday is and
write down words to describe it in English, using Handout A.
After a few minutes, ask students to share their choice of holiday.

List the holidays on the board.
As you hear second and third responses about the same holiday,
put the students into groups that share the same holiday.
Ask students to move to sit with their selected holiday groups.

In addition to activating students background knowledge, this will also activate language skills
and vocabulary as students begin to respond and share their favorite holidays using English.
Ask participants how English and ICT teachers can assist with this part of the lesson? (They can
help students find their groups, help with language, ensure that everyone understand the
questions and instructions).
Slide 18
10
214

Activity 1:
English teacher:
Ask students to share their words with their partner/group.
This will provide groups with vocabulary lists about their selected
holiday.
ICT Teacher:
If possible, show students online dictionary resource for
reference to check spelling or meaning.
All teachers:
Walk around to help groups with their vocabulary lists.
Ask participants how this first activity, led by the English teacher, is student-centered. (Students
take responsibility for sharing vocabulary with peers, contributing to each others learning).
Ask participants how the ICT teachers use of an online dictionary is student-centered (possible
answers: students love technology and will develop a sense of autonomy as learners).
Slide 19

Activity 2:
Civics teacher:
Next, ask each group to fill out the chart on Handout B to
describe the holiday, answering questions about the
traditions and meaning.
English teacher:
Review useful structures for answering the questions on
Handout B.
ICT Teacher:
Show two websites for additional reading (optional, for
more advanced students)
This activity takes place in three steps. The Civics aspect relates to the content questions. In
order to answer the questions, though, the students need the review offered by the English
teacher, with structures listed on Handout B.
11
215
Ask participants to consider additional classroom language that may be needed to complete the
activities.
The ICT teacher can provide the optional additional readings giving students choices, which is
an important part of democratic, student-centered teaching.
12
216
Slide 20

Activity 3:
ICT teacher:
Demonstrate how to create a power point
presentation and basic steps for adding slides.
Civics teacher:
Students should use Handout B to create a short
presentation about their holidays.
English teachers:
Assist with sentences and vocabulary as needed.
Next, students will learn a new technology skill that will allow them to put their civics learning
and thinking together with an English language presentation on their chosen holiday.
This will demonstrate whether students are meeting the objective.
All teachers should assist groups as possible because this is a complex task.
Slide 21

Activity 4:
Civics, ICT, English teachers:
Two holiday groups come together; each presents

their holiday presentation to the other. Group
members should take turns presenting.
All teachers move around to monitor

presentations for meeting class objectives.

In this activity, students get to share their presentations with their peers. Each holiday group will
present their material to another group. They will assume responsibility for their peers learning
13
217
about the civic and cultural aspects of their holiday. Ask participants to identify the ways in
which this is student centered (relies on student choices, student responsibility for learning,
communication about content, various types of learning styles visual, aural, social).
Slide 22

Assessment:
Presentations, and Handouts A and B, should be
turned in to the teachers (electronically or in
printed form).
Presentations will show civics knowledge,

technology skills, and English language skills.
All teachers should observe the group

presentations.
The presentations as well as the handouts underlying the presentations will show teachers the
extent to which students mastered the objective. If content and language are strong on the
handouts but weak in the presentation, teachers may conclude that technology needs work. If the
English is weak in both handouts and presentations, they will see that students need more work
on vocabulary, and/or specific points of grammar. If they could not make connections between
the holiday and civic life, teachers will see that they need to do more work on building thinking
skills and understandings in this area.
Slide 23
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218

Closure:
Turn in handouts and presentations.
If there is time, students should complete and

turn in short survey in Handout C.

The student surveys further build student autonomy by asking students to think about their
learning.
Slide 24
Lesson Plan Example 1 - Discussion
In what ways is this lesson democratic and

student-centered?
How well does it address CBI?
How well will students learn about holidays?

Beyond what has already been discussed, ask participants to discuss with their triads these
questions. After a few minutes, ask groups to share their ideas with the class.
15
219
Slide 25

Example Lesson Plan 2 takes a comparative approach to holidays and may be more basic but can
be adjusted according to students needs. Handout 10 contains Lesson Plan Example 2.
Slide 26

Objective:
Students will be able to learn vocabulary words

for Christmas in order to read and listen to a
presentation on Christmas in the U.S., and use
these words to create a simple power point
presentation on Christmas in Georgia.

Ask participants to identify the three areas of instruction reflected in this objective. After they
do so, ask for a few quick ideas on how the objective is student-centered.
16
220
Slide 27

Learning needs:
Civics:
Students will learn about and describe
Christmas in the U.S. and Christmas in
Georgia, with some comparison.
ICT:
Students will learn to create a simple power
point presentation using text, graphics, and/or
images.
Ask participants whether these learning needs support the objective in each area.
Slide 28

Learning needs:
English:
Students learn and use new vocabulary and present
tense verbs to present information about Christmas.
Students will be able to follow instructions for working

with a partner, answering questions, creating and
presenting a power point presentation, and other
classroom activities.

Ask participants whether the English needs are also parallel to the objective.
Note that classroom language is provided in the final column of the lesson plan template and that
they can note other language needs as they proceed through this examination of the lesson. It is
important to monitor classroom language because there may be additional learning needs in this
area. The English teacher may need to provide ongoing assistance with classroom language.
17
221
Slide 29

Materials:

Vocabulary matching activity (Handout B)
Sentences for presentation (Handout C)

These materials are provided as part of the lesson plan handout.
Slide 30

Activities :
Civics:
Compare a holiday (Christmas) in the U.S. and
Georgia. Watch and read a short presentation
on Christmas in the U.S.
ICT:
Create and develop a short power point
presentation about Christmas in Georgia.
This is a summary of the activities set up to meet students learning needs. The lesson plan
provides a sequence so that they build upon each other.
18
222
Slide 31

Activities :
English:
Use new vocabulary about Christmas.
Write sentences in the present tense.
activity.

These activities in English will support work in the other content areas.
Slide 32

Assessment:

Handouts A, B, C.

As in the previous lesson plan, the handouts, which provide important ingredients for the
presentation, provide information on areas of strength and weakness in student skills and
knowledge.
19
223
Slide 33

Warm up:
Civics teacher:
Ask students to think of words that describe

Christmas and write them down using
Handout A.

How does this activate students thinking about the topic? Handout A is a vocabulary organizer
to provide a language building block for the lesson. In what ways is this warm up student-
centered? (Rellies on students own experiences, provides autonomy/choice of focus within the
topic, creates learner autonomy for generating vocabulary led by students rather than presented
first by the teacher).
Slide 34

Activity 1:
English teacher:
After a few minutes, ask each student to share at least one
word with the class. Provide correction as needed.
ICT teacher (if possible):

Type the words into a projected version of Handout A to
create a class word list.
Students can add the words to their own lists

How is this activity student-centered? (Student-led vocabulary, student-generated ideas, peer-to-

peer learning).
20
224
Slide 35
Show presentation 3, which is very brief, and is a presentation teachers could use with their own
classes to introduce the holiday and some vocabulary.
As a teaching tool, the demonstration power point provides visual input for students so that
visual learners have images for new vocabulary in their language learning, and it illustrates basic
ideas about the civics topic, as well as demonstrating technology. Ask participants for their view
of the presentations CBI value.
21
225
Slide 36

Activity 3:
English teacher:
Ask students to work with a partner to compare

the words they circled from the word list.
Then ask students to complete the matching

activity in Handout B.

Refer teachers to Handout B in the Example Lesson Plan 2 packet.
How do these extra steps with language contribute to student-centered learning? (Students are
practicing with peers and actively engaging with the words rather than merely responding).
Slide 37

Activity 4:
Civics teacher:
Students should choose 3-5 of the words from

Handout B to write sentences about Christmas in
Georgia using Handout C.
English teacher:
Check and assist with sentences and vocabulary.

How does this activity combine civics and English? How is it student-centered?
22
226
Slide 38

Activity 4 (continued):
ICT Teacher:
Demonstrate how to create a power point presentation

and basic steps for adding slides.
Ask students to use their sentences from Handout C for

a short presentation on Christmas in Georgia.
If students have time, they can add colors, images, and

other additions.

Students now have all the pieces they need for their presentation and can focus on the technology
learning. The presentation will be the tool to present their civics and English work. Students
have many choices with design (in addition to previous choices on content), and will use a
variety of visual, aural, logical, and social learning skills to complete the presentation.
Slide 39

Activity 5
Two pairs should present to each other.

Each student should speak.

presentations.

This final activity provides a chance for students to extend their learning by presenting to peers
and provides valuable feedback to teachers on how well they have mastered the objective.
23
227
Slide 40

Assessment:
Presentations, and Handouts A, B, and C
should be turned in to the teachers
(electronically or in printed form).


Although the presentation is the final product of the lesson, as in Example Lesson Plan 1, each of
the handouts provides information on student learning in the areas of civics, English, and
technology.
How does this type of assessment student-centered?
Slide 41

Closure:

Students will conclude by turning in all their work.
24
228
Slide 42
How is this lesson student-centered?


Ask teachers to discuss with their triads these questions. What is their overall opinion of this
lesson? How could they use such an approach in their classes?
Provide 10-15 minutes for discussion and then ask triads to share their views with the class.
25
229
Slide 43
Other Applications of Student-Centered

Teaching and Holiday Resources

There are many other ways teachers can explore the civics theme of holidays using English and
technology. Slides 44 and 45 list a few.
26
230
Slide 44
Other applications
There are many other ways to use holiday
materials in student-centered teaching. These
include:
Learning songs and poetry about a holiday in

English
Learning about and discussing traditions of
holidays in English
Slide 45
Other applications
Comparing foods and food traditions in
different countries, regions, or families
Reading stories about holidays and Georgia

and reflecting on them
Presenting information Georgian holidays to

other students
27
231
Slide 46
Other applications
Researching folklore from different parts of
the world and comparing it to Georgian
traditions
Role plays of family situations on holidays
Please see Handout 12 for more ideas on

student-centered lesson plans with holiday
materials.
Ask participants for other ideas. There may be many, in which case discussion can continue as
time allows. If there are few, please refer participants to Handout 12, with additional resources.
They can use these Example Lesson Plans and the resources in Handout 12 for their own lesson
planning.
28
232
Slide 47
Holidays

Ask for any final thoughts. Tell participants that the next part of class will focus on their own
lesson planning.
29
233
234
Module 2 Handout 8
Presentation 2
Slide 1 ___________________________________
CTEL Civic Education Topic 2: ___________________________________

Holidays
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 Holidays and Student-Centered ___________________________________

Teaching
___________________________________
Holidays are universal and individual.
Holidays can be a very engaging topic for ___________________________________

democratic-student centered teaching.

___________________________________
___________________________________
___________________________________
___________________________________
235

Teaching
___________________________________
What are some ways that holidays are related
to civic education?
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Teaching
Some ideas: ___________________________________

Related to historical events
Related to national traditions ___________________________________
Reflective of culture and national identity

___________________________________
___________________________________
___________________________________
___________________________________

Teaching
___________________________________
How can the topic of holidays be student
centered?
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
236

Teaching
Some ways holidays can be student-centered: ___________________________________

Related to students family traditions
Related to students personal experiences ___________________________________
Related to students town or village

___________________________________
___________________________________
___________________________________
___________________________________

Teaching
___________________________________
The topic can be used to achieve advanced or
basic objectives by altering the activities and
materials.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Teaching
Were going to look at some example lesson ___________________________________

plans of different ways to use the topic of
holidays to create student-centered, CBI
lessons in support of civics, technology, and
English language objectives. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
237
Slide 9 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________
Objective:
___________________________________
Students will be able to describe a Georgian
holiday and explain its national importance in
a group power point presentation delivered to
their peers.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
Learning needs:
Civics:
Students will learn to describe a holiday and explain the ___________________________________
ways it is celebrated in Georgian national culture.
ICT:
Students will learn to navigate a website to find key
information about a Georgian holiday (if necessary)
___________________________________
Students will learn to prepare a power point
presentation using text, graphics, and/or images.

___________________________________
___________________________________
___________________________________
___________________________________
238
Slide 12 ___________________________________
Learning needs:
English: ___________________________________
Students will learn and use new vocabulary
and appropriate verb tenses to describe a
holiday and its national importance.
Students will be able to follow instructions for ___________________________________
working with a group, answering questions,
creating and presenting a power point
presentation, and other classroom activities.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 13 ___________________________________
Materials:
___________________________________
Student Survey (Handout C) ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 ___________________________________
Activities:
Civics:
Discuss a national holiday and describe cultural practices and
traditions. Work with a group on ideas about why this holiday ___________________________________
is important in Georgian culture.
ICT:
Create and develop a short power point presentation on a
Georgian holiday.
Use an online dictionary to find unknown words in English (as
___________________________________
needed).
Navigate a website to find information about a holiday (as
needed).

___________________________________
___________________________________
___________________________________
___________________________________
239
Slide 15 ___________________________________
Activities:
English: ___________________________________
Present a summary of a Georgian holiday to
peers.
Read about a Georgian holiday. ___________________________________
Use a dictionary to develop vocabulary (as
needed).
Review: in/on, by+gerund, because+clause.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 16 ___________________________________
Assessment:
___________________________________
group organizers.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
Warm up:
Civics teacher:
Ask students to think about what their favorite holiday is and ___________________________________
write down words to describe it in English, using Handout A.
After a few minutes, ask students to share their choice of holiday.

List the holidays on the board.
As you hear second and third responses about the same holiday,
___________________________________
put the students into groups that share the same holiday.
Ask students to move to sit with their selected holiday groups.

___________________________________
___________________________________
___________________________________
___________________________________
240
Slide 18 Lesson Plan Example 1 ___________________________________

Activity 1:
English teacher:
Ask students to share their words with their partner/group.
This will provide groups with vocabulary lists about their selected ___________________________________
holiday.
ICT Teacher:
If possible, show students online dictionary resource for
reference to check spelling or meaning.
___________________________________
All teachers:
Walk around to help groups with their vocabulary lists.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 19 ___________________________________
Activity 2:
Civics teacher:
Next, ask each group to fill out the chart on Handout B to
___________________________________
describe the holiday, answering questions about the
English teacher:
Review useful structures for answering the questions on
Handout B.
___________________________________
ICT Teacher:
Show two websites for additional reading (optional, for
more advanced students)
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________
Activity 3:
ICT teacher:
Demonstrate how to create a power point
presentation and basic steps for adding slides.
___________________________________
Civics teacher:
Students should use Handout B to create a short
presentation about their holidays. ___________________________________
English teachers:
Assist with sentences and vocabulary as needed.
___________________________________
___________________________________
___________________________________
___________________________________
241
Slide 21 ___________________________________
Activity 4:
___________________________________
Two holiday groups come together; each presents
their holiday presentation to the other. Group
members should take turns presenting.
___________________________________
All teachers move around to monitor
presentations for meeting class objectives.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 22 ___________________________________
Assessment:
Presentations, and Handouts A and B, should be
turned in to the teachers (electronically or in ___________________________________
printed form).

technology skills, and English language skills. ___________________________________
presentations.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23 ___________________________________
Closure:

___________________________________
If there is time, students should complete and

turn in short survey in Handout C. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
242
Slide 24 ___________________________________
In what ways is this lesson democratic and ___________________________________

student-centered?
How well will students learn about holidays? ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 25 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 26 ___________________________________
Objective:
___________________________________
Students will be able to learn vocabulary words
for Christmas in order to read and listen to a
presentation on Christmas in the U.S., and use
these words to create a simple power point
___________________________________
presentation on Christmas in Georgia.

___________________________________
___________________________________
___________________________________
___________________________________
243
Slide 27 ___________________________________
Learning needs:
Civics: ___________________________________
Students will learn about and describe
Christmas in the U.S. and Christmas in
Georgia, with some comparison.
ICT: ___________________________________
Students will learn to create a simple power
point presentation using text, graphics, and/or
images.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 28 ___________________________________
Learning needs:
English:
___________________________________
Students learn and use new vocabulary and present
tense verbs to present information about Christmas.
Students will be able to follow instructions for working ___________________________________

with a partner, answering questions, creating and
presenting a power point presentation, and other
classroom activities.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 29 ___________________________________
Materials:
___________________________________
Sentences for presentation (Handout C) ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
10
244
Slide 30 ___________________________________
Activities :
Civics: ___________________________________
Compare a holiday (Christmas) in the U.S. and
Georgia. Watch and read a short presentation
ICT:
___________________________________
Create and develop a short power point
presentation about Christmas in Georgia.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 31 ___________________________________
Activities :
___________________________________
English:
Use new vocabulary about Christmas.
Write sentences in the present tense. ___________________________________
activity.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 32 ___________________________________
Assessment:
___________________________________
Handouts A, B, C.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
11
245
Slide 33 ___________________________________
Warm up:
Civics teacher: ___________________________________
Ask students to think of words that describe
Christmas and write them down using
Handout A.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 34 ___________________________________
Activity 1:
English teacher:
After a few minutes, ask each student to share at least one
___________________________________
word with the class. Provide correction as needed.
ICT teacher (if possible):

Type the words into a projected version of Handout A to ___________________________________
create a class word list.
Students can add the words to their own lists

___________________________________
___________________________________
___________________________________
___________________________________
Slide 35 ___________________________________
Activity 2:
Civics teacher:
Show short presentation on Christmas in the U.S. ___________________________________
English teacher:
Students should circle the words they hear from their
word list.
___________________________________
ICT teacher:
Manage the presentation (including any added
animations) along with the civics teacher.

___________________________________
___________________________________
___________________________________
___________________________________
12
246
Slide 36 ___________________________________
Activity 3:
English teacher: ___________________________________
Ask students to work with a partner to compare
the words they circled from the word list.
___________________________________
Then ask students to complete the matching

___________________________________
___________________________________
___________________________________
___________________________________
Slide 37 ___________________________________
Activity 4:
Civics teacher: ___________________________________
Students should choose 3-5 of the words from
Handout B to write sentences about Christmas in
Georgia using Handout C.
___________________________________
English teacher:
Check and assist with sentences and vocabulary.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 38 ___________________________________
Activity 4 (continued):
ICT Teacher:
___________________________________
Demonstrate how to create a power point presentation
and basic steps for adding slides.
Ask students to use their sentences from Handout C for

a short presentation on Christmas in Georgia.
___________________________________
If students have time, they can add colors, images, and
other additions.

___________________________________
___________________________________
___________________________________
___________________________________
13
247
Slide 39 ___________________________________
Activity 5
Civics, ICT, English teachers: ___________________________________
Two pairs should present to each other.
Each student should speak.
___________________________________
presentations.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 40 ___________________________________
Assessment:
Presentations, and Handouts A, B, and C ___________________________________
should be turned in to the teachers
(electronically or in printed form).

___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 41 ___________________________________
Closure:
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
14
248
Slide 42 ___________________________________
How is this lesson student-centered? ___________________________________

___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 43 ___________________________________
___________________________________
Other Applications of Student-Centered
Teaching and Holiday Resources
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 44 ___________________________________
Other applications
There are many other ways to use holiday
materials in student-centered teaching. These ___________________________________
include:
Learning songs and poetry about a holiday in

English
___________________________________
Learning about and discussing traditions of
holidays in English
___________________________________
___________________________________
___________________________________
___________________________________
15
249
Slide 45 ___________________________________
Other applications
Comparing foods and food traditions in
different countries, regions, or families ___________________________________
Reading stories about holidays and Georgia
and reflecting on them
___________________________________
Presenting information Georgian holidays to
other students
___________________________________
___________________________________
___________________________________
___________________________________
Slide 46 ___________________________________
Other applications
Researching folklore from different parts of
the world and comparing it to Georgian
traditions
___________________________________
Role plays of family situations on holidays

___________________________________
Please see Handout 12 for more ideas on
student-centered lesson plans with holiday
materials.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 47 ___________________________________
Holidays
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
16
250
Module 2 Handout 9
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will be able to describe a Georgian holiday and explain its national importance
in a group power point presentation delivered to their peers.
Learning needs:
Civics: Students will learn to describe a holiday and explain the ways it is
celebrated in Georgian national culture.
ICT: Students will learn to navigate a website to find key information about a
Georgian holiday (if necessary).
Students will learn to prepare a power point presentation using text,

graphics, and/or images.
English: Students will learn and use new vocabulary and appropriate verb tenses to
describe a holiday and its national importance.
Students will be able to follow instructions for working with a group,

answering questions, creating and presenting a power point presentation,
and other classroom activities.
Materials:

Student Survey (Handout C)
251
Activities:
Civics: Discuss will learn about a national holiday and describe cultural practices
and traditions. Students will learn to develop ideas Work with a group on
ideas about why this holiday is important in Georgian culture.
ICT: Create and develop a short power point presentation on a Georgian

holiday.
Use an online dictionary to find unknown words in English (as needed).
Navigate a website to find information about a holiday (as needed).
English: Present a summary of a Georgian holiday to peers.
Read about a Georgian holiday.
Use a dictionary to develop vocabulary (as needed).
Review: in/on, by+gerund, because+clause
Assessment: Power point presentation and delivery, and group organizers.
Reflection (to be completed AFTER the lesson)
252
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will be able to describe a Georgian holiday and explain its national
importance in a power point presentation delivered to their peers.
needed
Warm up: Civics teacher: 5 minutes Think about
Civics Ask students to think
about what their favorite Describe
holiday is and write
down words to describe Move to your holiday
it in English, using group.
Handout A.
After a few minutes, ask

students to share their
choice of holiday. List
the holidays on the
board.
As you hear second and

third responses about the
same holiday, put the
students into groups that
share the same holiday.
Ask students to move to

sit with their selected
holiday groups.
Activity 1: English, English teacher: 10 minutes Share words with

ICT Ask them to share their group members.
words with their
partner/group. Add to your list.
253
This will provide groups Look up words.

with vocabulary lists
about their selected
holiday.
All teachers:
Walk around to help
groups with their
vocabulary lists. Add to your lists.
ICT Teacher:
If possible, show
students online
dictionary resource for
reference in this activity Open your browser.
or later in the lesson to
check spelling or Go to the website:
meaning of words.
Activity 2: Civics, Civics teacher: 15 minutes Answer questions about

ICT, English Next, ask each group to the holiday.
fill out the chart on
Handout B to describe
the holiday, answering
questions about the
English teacher:
Review useful structures By+ - ing (Gerunds)
for answering the Prepositions in and
questions on Handout B. on
Conjunction because
ICT Teacher:
Show two websites for
additional reading Optional
(optional, for more
advanced students) Websites
Students should
continue to add new
words to their
vocabulary organizer on
Handout A.
Activity 3: Civics, ICT teacher: 15 minutes Open Powerpoint.

ICT, English Demonstrate how to
254
create a power point Add slides

presentation and basic
steps for adding slides. Design, color, images
Civics teacher:
Students should use
their answers from
Handout B to create a
short presentation about
their holidays.
English teacher:
Assist with sentences
and vocabulary as
needed.
Activity 4: Civics, Civics, ICT, English 10 minutes Take turns.

ICT, English teachers:
Two holiday groups Present
come together; each
presents their holiday
presentation to the other.
Group members should
take turns presenting.
All teachers move

around to monitor
presentations for
meeting class objectives.
Assessment: Civics, Presentations, and Turn in presentations

ICT, English Handouts A and B,
should be turned in to
the teachers
(electronically or in
printed form).
Presentations will show

civics knowledge,
technology skills, and
English language skills.
All teachers should

observe the group
presentations.
Closure Turn in handouts and Turn in
255
presentations.
Survey
If there is time, students
should complete and
turn in short survey in
Handout C.
256
Vocabulary
Your
Holiday:
257
Holiday Questions
Holiday Questions
Question Answers Useful expressions
Prepositions in/on
When do Georgian
people celebrate this In a month or year
holiday? On a day or date
Gerunds:
How do Georgian
people celebrate this Celebrate by doing/singing/eating
holiday?
Conjunction because:
Why do Georgian
people celebrate this They celebrate because..
holiday?
More reading:
http://www.iexplore.com/articles/travel-guides/middle-east/georgia-caucasus/festivals-and-events
https://mygeotrip.com/holidays-in-georgia/
258
Self Assessment
Civics:
Did you learn something new about a Georgian holiday from the presentations?
Yes
No
Did you learn something new about holidays on the internet?
Yes
No
English:
Which did you use correctly?
By + -ing
In/on
Because
How many new words did you learn?
No new words
1-3 words
4-6 words
7+ words
Technology:
How much did you learn about powerpoint:

A lot
A little
Nothing
259
260
Module 2 Handout 10
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will be able to learn vocabulary words for Christmas in order to read and listen
to a presentation on Christmas in the U.S., and use these words to create a simple power
point presentation on Christmas in Georgia.
Learning needs:
Civics: Students will learn about and describe Christmas in the U.S. and
Christmas in Georgia, with some comparison.
ICT: Students will learn to create a simple power point presentation using text,
graphics, and/or images.
English: Students will learn to use new vocabulary and present tense verbs to
present information about Christmas.
Students will be able to follow instructions for working with a partner,

answering questions, creating and presenting a power point presentation,
Materials:

Sentences for presentation (Handout C)
261
Activities:
Civics: Compare a holiday (Christmas) in the U.S. and Georgia. Watch and read a
short presentation on Christmas in the U.S.
ICT: Create and develop a short power point presentation about Christmas in
Georgia.
English: Use new vocabulary about Christmas.
Write sentences in the present tense.
Practice classroom language for each activity.
Assessment: Power point presentation and delivery, and Handouts A, B, C.
262
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will be able to learn vocabulary words for Christmas in order to read and
listen to a presentation on Christmas in the U.S., and use these words to create a simple power
point presentation on Christmas in Georgia.

needed
Warm up: Civics teacher: 5 minutes Think of
Civics Ask students to think of
words that describe Describe
Christmas and write
them down using
Handout A.
Activity 1: English, English teacher: 5 minutes

ICT After a few minutes, ask
each student to share at
least one word with the
class. Provide
ICT teacher (if

possible):
Type the words into a
projected version of
Handout A to create a
class word list.
Students can add the

words to their own lists.
Activity 2: Civics, Civics teacher: 5 minutes Circle the words

ICT, English
263
Show short presentation

English teacher:
Students should circle
the words they hear
from their word list.
ICT teacher:
Manage the presentation
(including any added
animations) along with
the civics teacher.
Activity 3: English English teacher: 10 minutes Work with a partner

Ask students to work
with a partner to
compare the words they
circled from the word
list.
Then ask students to

complete the matching
Activity 4: Civics, Civics teacher: 10 minutes

ICT, English Students should choose
3-5 of the words from
Handout B to write
sentences about
Christmas in Georgia
using Handout C.
English teacher:
Check and assist with
sentences and
vocabulary.
ICT Teacher: 15 minutes Open Powerpoint.

Demonstrate how to
create a power point Add slides
presentation and basic
steps for adding slides. Design, color, images
Ask students to use their
264
sentences from Handout

C for a short
presentation on
Christmas in Georgia.
If students have time,

they can add colors,
images, and other
additions.
Activity 5: Civics, Civics, ICT, English 10 minutes Take turns

ICT, English teachers:
Two pairs should Show your presentation
present to each other. on Christmas in
Each student should Georgia.
speak.
Assessment: Civics, Presentations, and Turn in presentations

ICT, English Handouts A, B, and C
should be turned in to
the teachers
(electronically or in
printed form).
Presentations will show

civics knowledge,
technology skills, and
English language skills.
All teachers should

observe the group
presentations.
Closure Turn in handouts and Turn in

presentations.
265
Christmas
266
Matching:
Bells
Santa
star
holly
presents
candle
Christmas dinner
267
1. _________________________________________________________________
_________________________________________________________________
2. _________________________________________________________________
_________________________________________________________________
3. _________________________________________________________________
_________________________________________________________________
4. _________________________________________________________________
_________________________________________________________________
5. _________________________________________________________________
_________________________________________________________________
268
Module 2 Handout 11
Presentation 3: Lesson Plan Example 2 Handout C
Slide 1 ___________________________________
___________________________________
Christmas in the U.S.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Christmas
___________________________________
Many people in the U.S. celebrate Christmas.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
269
Slide 3 ___________________________________
Christmas
Often, people put bells,
___________________________________
candles,
and holly ___________________________________

in their house for Christmas.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
Christmas
Many people put up a Christmas tree on
Christmas Eve. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
Christmas
Usually, people put lights and ornaments on the
Christmas tree. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
270
Slide 6 ___________________________________
Christmas
Sometimes, people put a star on the top of the
tree. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________
Christmas
Often, Santa brings presents.
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
Christmas
Sometimes, Santa puts presents into Christmas
stockings. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
271
Slide 9 ___________________________________
Christmas
Often, Santa puts presents under the tree too.
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________
Christmas
Usually, on Christmas morning, people open
presents. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
Christmas
Usually, people have a special Christmas dinner.
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
272
Module 2 Handout 12
Additional Resources on Holidays
Banville, S. (2008). ESL Holiday Lessons: English Lesson Plans and Handouts. Retrieved from
http://www.eslholidaylessons.com/ This site contains numerous links to holidays throughout the
world, both well-known and obscure.
Calendar of Holidays. Retrieved from http://www.apples4theteacher.com/holidays/ . Activities,

stories, puzzles related to major U.S. holidays for English language learners.
ESL Galaxy. Holidays. Retrieved from http://www.esl-galaxy.com/holiday.html . This site has

numerous resources for children who are learning English.
Holiday Lessons. English Language Civics. Retrieved from http://www.elcivics.com/holiday-

lessons-usa.html . This collection of holiday lessons is organized based on the calendar, with
several holidays listed per month. Each holiday has several activities along with its pictures and
readings. Many also have corresponding power point presentations on
http://www.elcivics.com/esl_powerpoint_lessons.html .
Info Tblisi (2003). Holidays in Tblisi, Georgia. Retrieved from http://www.info-

tbilisi.com/usefulinfos/holidays/ . This site lists public holidays in Georgia in English, useful for
grades 1-12 for a variety of activities that use English to describe holidays.
U.S. Department of State Bureau of Education and Cultural Affairs (ECA). English Teaching
Resources: Celebrate. Retrieved from
https://americanenglish.state.gov/search/solr/holidays?f[0]=bundle%3Aresource . This set of
resources contains list of official holidays and major celebrations with readings and background
information appropriate for intermediate level learners.
Wikipedia (n.d.). Public holidays in Georgia. Retrieved from

http://en.wikipedia.org/wiki/Public_holidays_in_Georgia This site contains a list of holidays in
Georgia, with both English and Georgian names and brief descriptions. This could be useful for
comparison with U.S. holidays or vocabulary related to Georgian holidays in English.
World Travel Guide. Holidays in Georgia. Retrieved from

http://www.worldtravelguide.net/georgia/public-holidays . This site contains a list of holidays in
Georgia, with both English and Georgian names and brief descriptions. This could be useful for
comparison with U.S. holidays or vocabulary related to Georgian holidays in English.
273
MATERIALS FROM ENGLISH LANGUAGE CIVICS - EXAMPLES
Holiday Lessons. English Language Civics. Retrieved from http://www.elcivics.com/holiday-

lessons-usa.html .
Slide 1 ___________________________________
___________________________________
___________________________________
___________________________________
New Year's PowerPoint
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Calendar
New Year's is a
national holiday. ___________________________________
It is on January 1st.
___________________________________
It is the first day of a
new year.
___________________________________
___________________________________
___________________________________
___________________________________
274
Slide 3 ___________________________________
Clock
click to stop
sound New Year's Eve is
the evening before ___________________________________
New Year's.
Everyone tries to ___________________________________

stay awake until
midnight on New
Year's Eve.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
Confetti and Streamers
Confetti and
streamers are
___________________________________
popular on New
Year's.
___________________________________
They are small
pieces of colored
paper.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
Noisemakers
Noisemakers are
special whistles that ___________________________________
people blow at New
Year's parties.
___________________________________
Both adults and
children like
noisemakers
___________________________________
___________________________________
___________________________________
___________________________________
275
Slide 6 ___________________________________
Sparklers
Sparklers are
handheld fireworks ___________________________________
that shoot sparks as
they burn.
___________________________________
People light them on
New Year's Eve
when it gets dark.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________
Firework Displays
Some cities have
firework displays.
___________________________________
Public firework
displays are often ___________________________________
held in high school
stadiums.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
Clock Strikes Midnight
When it is 12:00
A.M., party goers ___________________________________
blow noisemakers
and throw confetti.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
276
Slide 9 ___________________________________
New Year's Kiss
Happy Couples hug and
New Year! kiss at midnight. ___________________________________
They wish each
other a happy new ___________________________________
year.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________
___________________________________
The End
Happy New Year from ___________________________________
www.elcivics.com!
___________________________________
___________________________________
___________________________________
___________________________________
277
Slide 1 ___________________________________
___________________________________
Valentines Day
___________________________________
Customs and Symbols
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
February 14th
Valentines Day is on ___________________________________

February 14th.
Both children and

adults celebrate
___________________________________
Valentines Day.
___________________________________
___________________________________
___________________________________
___________________________________
278
Slide 3 ___________________________________
Wall Calendar
These children are ___________________________________

marking Valentines
Day on a calendar.
The calendar is
___________________________________
hanging on a wall.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
Valentines Day Card
This Valentines Day ___________________________________

card is pink
It has two hearts on it.

___________________________________
Someone will sign the
card, put it in the
envelope, and give it
to a special person. ___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
Chocolate Candy
Red boxes of ___________________________________

chocolate candy are
popular on Valentines
Day.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
279
Slide 6 ___________________________________
Gift and Card
Someone will be ___________________________________

happy to receive this
Valentines Day gift
and card.
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________
Flowers for Her
The husband is ___________________________________

holding a bouquet of
flowers behind his
back.
___________________________________
He is going to give
them to his wife.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
Cupid
Be carefulif Cupid ___________________________________

strikes you with his
arrow, you will fall in
love with the first
person you see. ___________________________________
Happy Valentines
Day! ___________________________________
___________________________________
___________________________________
___________________________________
280
Slide 9 ___________________________________
___________________________________
THE END
___________________________________
www.elcivics.com
___________________________________
___________________________________
___________________________________
___________________________________
http://www.elcivics.com/esl_powerpoint_lessons.html
281
Slide 1 ___________________________________
___________________________________
Valentines Day
Gifts for Her ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Flowers
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3 ___________________________________
Candy
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
10
282
Slide 4 ___________________________________
Cards
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
Perfume
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6 ___________________________________
Jewelry
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
11
283
Slide 7 ___________________________________
Purses
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
Books
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9 ___________________________________
Pictures
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
12
284
Slide 10 ___________________________________
Teapots
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
___________________________________
The End
___________________________________
www.elcivics.com
___________________________________
___________________________________
___________________________________
___________________________________
13
285
Slide 1 ___________________________________
___________________________________
Valentines Day
___________________________________
Gifts for Him
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
Belts
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 3 ___________________________________
Cologne
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
14
286
Slide 4 ___________________________________
Shirt and Tie
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
Gift Certificate
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 6 ___________________________________
Bathrobe
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
15
287
Slide 7 ___________________________________
Fishing Rod
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
Concert Tickets
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9 ___________________________________
Camera
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
16
288
Slide 10 ___________________________________
Wallet
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
___________________________________
The End
___________________________________
www.elcivics.com
___________________________________
___________________________________
___________________________________
___________________________________
17
289
MATERIALS FOR ESL GALAXY
18
290
19
291
20
292
21
293
22
294
Module 2 Handout 13
1. Which student-centered practices did the teacher show?
Focuses on the student
Considers student needs
Incorporates a communicative approach to language
Classroom is active and noisy
Students set goals
Students evaluate their progress toward objectives
Classroom provides social context for language use
2. How did student-centered practices work well in this lesson?
3.What suggestions do you have for improving this lesson?
4. Post observation collaboration notes:
295
296
Module 3
MODULE 3: CLASSROOM MANAGEMENT
Time Topics/Activities for Instructor Information

Students
Hour Reflections and Best Ask teachers to share their reflections from their in-
1 Practices from Module 2 class lesson plans with a partner or group from the
same school/city focusing on what went well and
what they would like to change next time.
Back in their groups, share best practices.
From those groups, create a whole class list.(Take a
photo of this list)
If you have noted exemplary lessons in your observations,

ask the teacher to share with the whole class, noting the best
practices.
Hour Introduction to Introduction to Classroom Management.
2 Classroom Management
Handout 1 Please see Handout 1 Instructor Version for lecture
Handout 2 notes.
Handout 3 Use presentation to introduce the concepts Handout
1 contains the presentation.
Each idea contains questions for the teachers to

answer: Classroom climate (they may need prodding
in this area to establish a positive climate, i.e., speak
nicely, no yelling, make everyone feel safe, etc.).
Student-centeredness: revisit Module 1 and 2 and

encourage brainstorming to make a class list of best
practices here
Student interaction: ask teachers to think about

previous examples
Cooperative learning: there is an overview, and then a

handout of individual examples of cooperative
learning.
Use Handouts 2 and 3 (Slide 18) for a mini-jigsaw:

have the teachers count off by 8 then get into their
number groups. They will NOT be in their triads.
Pass out Handout 2. They should read and prepare to
present their assigned cooperative learning activity,
reading about it in Handout 2 and making notes in
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Handout 3, ideally with a few ideas of how they could

use that structure in their classrooms. They have 10
minutes to brainstorm with the 2-3 people in their
group.
They should focus on activities in their own content

area that can then be modified in their triads.
Then, in each 1-8 group, Teachers should divide into

A or B; then they move into A or B groups,
which should have 8-13 people in. Each person
presents his/her concept to the group at large, with 3
minutes to do so.
Others in the group should make notes using Handout 3 to

create a summary.
When this is complete, bring the group back together for

discussion and brainstorm some civics and technology
activities that work well in a cooperative learning structure.
Make a class list.

Hour Introduction to Civic Use Powerpoint to provide an overview of the CTEL Civic
3 Education Topic 3: Education topic 3: Diversity and Multiculturalism
Diversity and
Multiculturalism Handout 4 provides a copy of the presentation.
Handout 4
Handout 5 Please see Handout 4 Instructor Version
Handout 6
Handout 7 As a warm up, Slide 2 refers to Handout 5, asking
Handout 8 participants to brainstorm about the meaning of diversity in
their schools. They should discuss within their triads, and
then share for a brief class discussion.
Handouts 6 and 7 provide lesson plans, as presented in the

powerpoint. Answer questions as you proceed through the
lessons.
There are many ways to combine this civics topic with

technology and English objectives. These provide only
examples.
The final column of the lesson plan handout identifies some

classroom language teachers may need for activities. Ask
participants to identify other language they may need to teach
the lesson. Teachers can identify and practice additional
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language.

covered so far CBI, student-centered instruction, and
classroom management and cooperative learning. These are a
way to reflect and consolidate the models. Participants can
discuss in their triads.
There are final discussion questions that will help

participants to prepare for the next hour, if time allows.
Handout 8 provides resources in the area of Diversity and

Multiculturalism.
Participants can use these resources or their own ideas for

lesson planning/microteaching or for future reference.
Hour Lesson Planning Handout 8 provides resources in the area of Diversity and
4 Workshop Multiculturalism.
Handout 8
Handout 9 Ask participants to use the Handout 9 lesson plan template to
Handout 10 design a 20-minute lesson to present to their peers.
Participating teachers should work in their triads to prepare a

plan to present in their own classrooms.

When they finish they should write their lessons main points
on a sheet of sticky flip chart paper, using a dark marker and
clear printing. This will be used as they present their lessons
to their peers.
At the end of the planning hour, ask for 2 triads to volunteer

for whole class presentation /microteaching. If no one
volunteers, select the groups randomly.
Hour Microteaching The two volunteer triads will have 20 minutes each (with 10
5 Handout 10 minutes for feedback each) to do their microteaching in front
of the class.
The class should use the feedback form (Handout 10) to
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provide structured feedback.
Pair 1: 20 minutes to present, 10 minutes for class feedback.

Ask for peer feedback (using Handout 10). Explain that you
will use the same form for feedback on your classroom
observations.
Hour Microteaching & Wrap For the second hour of micro teaching, each pair will present
6 up a lesson to another pair, with 20 minutes to present and 10
Handout 10 minutes for feedback using the feedback form.

and observe.
Wrap up:
Tell the teachers when you will be coming to visit; ask them
to try a student-centered, CBI lesson plan using new
principles of classroom management, and write a reflection
for their portfolios and for discussion at the next workshop.
Let them know that when you visit, youd like to observe
them and will provide feedback.
Post-departure:
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Module 3 Handout 1
Slide 1
CTEL MODULE 3:
CLASSROOM MANAGEMENT

Please tell participants that in the last module, we talked a lot about student-centered instruction
and how learning is student-led, involving a great deal of student participation during instruction
and interaction during activities. In this module well focus more on how to structure the class to
facilitate this type of interaction and ensure positive participation by students.
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Slide 2
What are your greatest classroom management

challenges?

Ask participants to think about their current classes, and discuss their greatest challenges. Give
them time to discuss this in their triads and then make a class list. After there is a list, ask
participants to keep these challenges in mind as we review some approaches that are helpful in
keeping students on task.
Slide 3
The teacher can improve learning through

classroom management in a few ways:
A positive classroom climate

Student-centered teaching
Student interaction during lesson
Cooperative learning / structured group
work.

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There are four main elements of classroom management that this module will focus on:
classroom climate, student-centered teaching, student interaction, and cooperative
learning/structured groups. Well look at each in turn.
Slide 4
Classroom Climate

Ask participants to share ideas about the meaning of classroom climate. When theyve shared a
few ideas, if they have not mentioned that it is the relationships among teachers and students,
please highlight this point.
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Slide 5
CLASSROOM CLIMATE
Students can learn more easily when they are

relaxed and personally involved.
What do you consider the most important

aspects of a positive classroom climate?

The relationships are important because students can learn more easily when they are not
anxious. Ask triads to discuss what they think are the most important elements of a positive
climate.
These may include teacher and students respecting each other, speaking politely, allowing others
to share answers and opinions freely, sharing materials, coming to class prepared to participate,
and others. Some teachers allow the students to design class rules, for example, so that there is
buy in from everyone. This leads us to revisit the next principle
Slide 6
Student Centeredness

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Student centeredness can actually improve classroom management. Does this seem like a
contradiction?
Slide 7
STUDENT CENTEREDNESS
What are the key aspects of student-

centeredness?
(See notes from Module 2)

Lets review the key elements of student-centeredness (ask participants to generate a list,
referring to Module 2 if needed).
How do these elements create a positive classroom climate, which contributes to classroom
management?
(Trust, respect for teacher and peers means focusing on work, student choices and autonomy
increase engagement, student production in activities increases engagement and active learning,
so that the teacher can serve to guide rather than direct the class).
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Slide 8
STUDENT CENTEREDNESS
How can you maintain a student-centered

approach?

Ask participants to meet with their triad and discuss any difficulties theyve had with this
approach and how they will be able to shift to this approach. After a few minutes of discussion,
elicit ideas from each group.
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Slide 9
Student Interaction

Ask participants for their ideas on how student interaction can play a role in classroom
management. Elicit a few ideas.
Slide 10
STUDENT INTERACTION
Interaction with peers will help students to

become personally involved.
Students will engage with civics, technology

using English to do applied work.

One important way is that student interaction with peers will create an incentive for students to
stay focused on the work, for students to help each other with that work, and to be accountable to
their peers. Another is that students will actually be active in each activity throughout the lesson.
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Slide 11
STUDENT INTERACTION
What types of activities have we seen that

rely on student interaction?

Ask participants to think about the Example Lesson Plans (and those from microteaching) and to
discuss whether the interaction in the activities improves classroom management by keeping
students focused. Elicit their ideas and experiences based on their use of new strategies in their
classrooms.
Slide 12
Cooperative Learning

The next area well examine focuses more closely on structuring activities to further ensure
student participation and staying on task and engaged with the class material: cooperative
learning.
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Slide 13
COOPERATIVE LEARNING
Cooperative Learning provides a model that

includes all of the 3 aspects above.
It is based on 4 main ideas.

Cooperative Learning is based on a positive classroom climate because students rely on each
other for learning. It is student-centered because students lead the activities and produce work
that demonstrates learning. It is interactive because students work in pairs or groups.
There are four key principles that make cooperative learning more structured than general group
work.
Slide 14
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First, in cooperative learning, every student has a role and the group itself is interdependent
because group success relies on each persons contribution. Have we seen any activities that rely
on this kind of model? (Ask participants to see Module 1, Lesson Plan Example 2 Handout 11.
Activity 4 requires students to provide information to peers on their own hero so that the students
in each group have a full summary of the heroes in Handout C). Tell participants they will see
more examples in the next hour.
Slide 15
As in that example, each member of the group HAD to have his information ready to share with
the others or the whole group would have failed in their assignment to complete their tables.
Individual accountability avoids the possibility of a non-participating student.
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Slide 16
Its also important that students have fairly equal turns within the group and that each
contribution is important. Student roles can be different a quiet student can be the notetaker,
but the notes must be needed by the group so that he or she is included.
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Slide 17
By using a cooperative learning model, all students will practice their language (and civics and
technology learning) throughout class, rather than answering only a few questions per class
period).
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Slide 18
See Handout 2 and jigsaw activity.

In this activity, participants will practice a cooperative activity.
Use Handouts 2 and 3 (Slide 18) for a mini-jigsaw: have the teachers count off by 8 then
get into their number groups. They will NOT be in their triads. Pass out Handout 2.
They should read and prepare to present their assigned cooperative learning activity,
reading about it in Handout 2 and making notes in Handout 3, ideally with a few ideas of
how they could use that structure in their classrooms. They have 10 minutes to
brainstorm with the 2-3 people in their group.
They should focus on activities in their own content area that can then be modified in
their triads.
Then, in each 1-8 group, Teachers should divide into A or B; then they move into A
or B groups, which should have 8-13 people in. Each person presents his/her concept to
the group at large, with 3 minutes to do so.
Others in the group should make notes using Handout 3 to create a summary.
Slide 19
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When this is complete, bring the group back together for discussion and brainstorm some civics
and technology activities that work well in a cooperative learning structure.
Make a class list.
Slide 20
Ask for final input and note that in the next part of todays module, they will see more examples
of cooperative learning.
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Module 3 Handout 1
Presentation 1
Slide 1 CTEL MODULE 3:

___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 CLASSROOM MANAGEMENT ___________________________________

What are your greatest classroom management
challenges?
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 3 CLASSROOM MANAGEMENT ___________________________________

The teacher can improve learning through
classroom management in a few ways:
___________________________________
A positive classroom climate
Student-centered teaching
Student interaction during lesson
Cooperative learning / structured group ___________________________________
work.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
___________________________________
Classroom Climate
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 CLASSROOM CLIMATE ___________________________________
Students can learn more easily when they are

relaxed and personally involved. ___________________________________
What do you consider the most important
aspects of a positive classroom climate?
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 6 ___________________________________
___________________________________
Student Centeredness
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 STUDENT CENTEREDNESS ___________________________________
What are the key aspects of student-

centeredness? ___________________________________
(See notes from Module 2)
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 STUDENT CENTEREDNESS ___________________________________
How can you maintain a student-centered

approach? ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 9 ___________________________________
___________________________________
Student Interaction
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 10 STUDENT INTERACTION ___________________________________
Interaction with peers will help students to

become personally involved. ___________________________________
Students will engage with civics, technology
using English to do applied work.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 STUDENT INTERACTION ___________________________________
What types of activities have we seen that

rely on student interaction? ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 12 ___________________________________
___________________________________
Cooperative Learning
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 13 COOPERATIVE LEARNING ___________________________________
Cooperative Learning provides a model that

includes all of the 3 aspects above. ___________________________________
It is based on 4 main ideas.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 FOUR BASIC PRINCIPLES PIES: ___________________________________

#1 POSITIVE INTERDEPENDENCE
Positive interdependence means ___________________________________

that every group member has a
role for the group to succeed.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 15 ___________________________________
# 2 INDIVIDUAL ACCOUNTABILITY
Each member is individually accountable for part

of the group outcome.
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 16 #3 EQUAL PARTICIPATION

___________________________________
Students take turns, or divide
up the assignment tasks. ___________________________________
Roles can be different based

on learner level or learning ___________________________________
needs.

___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 # 4 SIMULTANEOUS INTERACTION

___________________________________
Instead of one comment in a lesson, each student
interacts with group members.
___________________________________
This way they learn in an active way and practice
English throughout class.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Slide 18 ___________________________________
See Handout 2 and jigsaw activity. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 19 ___________________________________
Whole class discussion: What activities did you come

up with that work well in a cooperative learning
structure?
___________________________________
How well does cooperative learning solve most of
your classroom management challenges? ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________

___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Module 3 Handout 2
Cooperative Learning Activities
1. Think-pair-share. Give students a question or a problem and have them think quietly of
an answer or solution. Have them discuss their response with a student sitting close by,
and then have them share with the entire class. A time limit of one or two minutes should
be used for the pair exchange. This is a good technique for breaking up a presentation, as
well as an assessment of student understanding.
2. Pairs check. Partners coach each other on a worksheet or text problem and/or check
notes for completeness and accuracy.
3. Three Step Interview. Students form pairs and one-partner interviews the other on a
predetermined topic (What are some of the most significant health issues facing
humankind today?) for two or three minutes; partners switch roles. Then pairs combine
to form groups of four. Each group member introduces his or her partner, sharing the
information from the original interview. This is a great icebreaker activity and also
fosters active listening.
4. Jigsaw. Each member of a "base group" is assigned a minitopic to research. Students

then meet in "expert groups" with others assigned the same minitopic to discuss and
refine their understanding. Base groups reform, and members teach their minitopics to
each other. You can give a brief oral or written quiz to the group, representative, or each
member of the team to assess mastery of the material.
5. Numbered heads together. Each member of a team of four is assigned a number. Pose a
thought question or a problem, and allow a few minutes for discussion with the groups.
Call out a number after randomly selecting a numbered card from a deck. The person
whose number is called stands and represents the group. Call on selected students who
are standing.
6. Roundtable/Circle of Knowledge.. Groups of three or more members brainstorm on an

assigned topic, with each member taking turns to write down one new idea on a single
piece of paper. The process continues until members run out of ideas. When time is up,
the group with the most number of independent ideas presents to the class.
7. Talking Chips. This is a method to ensure equal participation in discussion groups. Each
member receives the same number of chips (or index cards, pencils, pens, etc.). Each
time a member wishes to speak, he or she tosses chip into the center of the table. Once
individuals have used up their chips, they can no longer speak. The discussion proceeds
until all members have exhausted their chips.
8. Send a Problem. Each member of a group writes a question or problem on a flashcard.

The group reaches consensus on the correct answer(s) or solution and writes it on the
323
back. Each group then passes its cards to another group, which formulates its own
answers or solutions and checks them against those written on the back by the sending
group. Stacks of cards continue to rotate from group to group until they are returned to
the original senders, who then examine and discuss any alternative answers or solutions
by other groups.
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Module 3 Handout 3
Cooperative Learning Activities Notes
Activities What is it? Possible classroom uses

1. Think-pair-share
2. Pairs check
3. Three Step
Interview
4. Jigsaw
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5. Numbered heads
together
6. Roundtable/
Circle of
Knowledge
7. Talking Chips
8. Send a Problem
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Module 3 Handout 4
Slide 1
CTEL CIVIC EDUCATION TOPIC 3:

DIVERSITY AND MULTICULTURALISM

This civic education topic is an important one: the diversity of our societies.
327
Slide 2
WHAT DOES DIVERSITY MEAN IN YOUR CLASSES?
Work with teaching partners to brainstorm.
Class sharing.
See Handout 5.

Refer participants to Handout 5. Ask participants work with their triads to list as many aspects of
diversity among their students as they can think of. After 5-10 minutes elicit ideas from each
group and make a class list.
Slide 3
DIVERSITY IN U.S. CLASSROOMS

Racial
Ethnic
Linguistic
Economic
Social
Ability
Legal
Family structure

In U.S. classrooms, there are a variety of differences among students. Take time to explore and
explain any of these that are new in the Georgian context.
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Slide 4
DIVERSITY IN GEORGIAN CLASSROOMS

Which differences do you see in Georgian
classrooms?


Ask participants to note any additional areas of diversity that may parallel those in U.S.
classrooms (they may have exhausted their lists with Handout 5, and if so, move on. If not, they
can discuss areas that they had not previously thought of that appeared on the U.S. list.
Slide 5
DIVERSITY AND MULTICULTURALISM IN CLASSROOMS
The goal of diversity and multicultural

education is to build tolerance among
groups.
Students will develop a spirit of openness

toward experiences of other groups.

Ask participants why they think tolerance among groups is an important topic for civics learning.
(Possible answers: civic society depends on cooperation of all groups, good for economy, good
for political participation, good for schools and neighborhoods).
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Slide 6
Topics related to multiculturalism work well

in a cooperative, student-centered
classroom and can be useful for a variety of
CBI skills development.

How does this topic work well with cooperative learning? (Possible answers: in cooperative
groups, participants can discuss difference from different perspectives; there are also many
opportunities to compare and contrast and present to peers within this topic).
Slide 7
Also, because students are learning about

other cultures, it is appropriate to engage
with topics relevant to diversity.

When studying other countries and cultures, it is an opportunity to discuss diversity here in
Georgia.
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Slide 8
For younger students, learning about other

cultures might be a good start for this area.
An initial focus could be English speaking

countries.

Exploring topics of race, class, religion and economics requires complex thinking and language
skills and some maturity. For younger students it might be most appropriate to start by learning
about other countries and basic aspects of culture. English speaking countries could be a good
start because there is a lot of material written at a basic level in English for elementary students
in English speaking countries.
Slide 9
For older students, discussing differences in

Georgia will be possible with more vocabulary.
An initial focus could be language or cultural

diversity.

Because some topics are sensitive, developing this topic requires moving from less to more
sensitive areas. Language diversity within Georgia might be an easier way to start.
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Now were going to see some examples of lesson plans focusing on this topic, and using
cooperative learning methods.
Slide 10
EXAMPLE LESSON PLAN 1
CIVIC EDUCATION THROUGH ENGLISH LANGUAGE (CETEL)

CENTER FOR LANGUAGE EDUCATION AND DEVELOPMENT,
GEORGETOWN UNIVERSITY
The first lesson plan eases into the area of diversity and multiculturalism by exploring
stereotypes about Americans. Example Lesson Plan 1 is found in Handout 6.
Slide 11
Objective:
Students will be able to navigate a website to

develop and take notes on aspects of
multiculturalism and diversity using the example
of the U.S.

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Ask participants if they can see the CBI and student-centered approaches in this objective; note
that classroom management approaches and cooperative learning will show up in the lesson
activities themselves.
Slide 12
Learning needs:
Civics:
Students will learn about facts versus
stereotypes regarding culture.
ICT:
Students will learn to navigate websites to
find specific information.

Ask participants if these learning needs support the objective. Are these areas that the students
will interested in learning about?
Slide 13

Learning needs:
English:
Students will learn and use new vocabulary related
to diversity and multiculturalism.
Students will be able to follow instructions for

working with a partner, sharing ideas, answering
questions, scanning a reading, navigating a website,

333
Ask teachers whether these learning needs line up with the overall objective. Remind teachers
that it is important to monitor classroom language because there may be additional learning
needs in this area. The English teacher may need to provide ongoing assistance with classroom
language.
Slide 14
Materials:
True/false quiz (Handout A)

Worksheet for internet research (Handout B)
Web resources (if needed) (Handout B-1)

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Slide 15
Activities:
Civics:
Students will take a short quiz on stereotypes
regarding Americans and do basic research to
find out correct information.
ICT:
Students will navigate a website to find key
facts on a topic related to multiculturalism.

These civics activities are combined with technology to meet their learning needs Ask if the
activities will engage students and why.
Slide 16
Activities:
English:
Students will practice summarizing
information for short presentations, and use
new vocabulary.
Students will follow instructions for using
internet resources and working with a group.

These English language activities are set up to support civics activities and the use of technology
for civics and English learning. Remind participants that their students will need ongoing English
support throughout the lesson to develop classroom language to complete the activities.
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Slide 17
Assessment:
Students will present their internet research

to classmates on an area related to diversity
multiculturalism using the example of the
U.S.

Slide 18

Warm up
Civics teacher:
Ask students to list 5 things they know about people in the U.S.
English teacher:
Make a list of any key vocabulary students use related to
language, ethnicity, religion, food, or holidays.
ICT Teacher:
If possible, make a list of the words in a document that can be
projected.

Ask participants how the English teacher can help if students are having difficulties with the
warm up task. (She can give a few examples to the class as a whole, then walk around and help
students as they activate some vocabulary). As they come up with words, she should make a
class list. The civics and ICT teachers can help with this task.
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Slide 19

Activity 1:
Civics teacher:
Ask students to take the true/false quiz in

Handout A and compare notes with a partner.
Do not review answers.

In this activity, students will be building on the language from the warm up. Vocabulary is
relatively simple so the emphasis is on civics and thinking about the world. Remind teachers to
think about other classroom language that students may need.
Slide 20

Activity 2:
ICT teacher:
Using projector, show students how to do an
internet search.
English teacher:
Show them how to scan the site to find key
facts (reading quickly and looking for words).

This activity has several steps. The first two are instructive. The ICT teacher will do a basic
demonstration of internet searches and/or just clicking a link or typing in a URL using one of the
websites on Handout B-1.
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Once the website is visible, the English teacher will demonstrate scanning for information.
Students will be using the sites to find information verifying their answers in Handout A.
Remind teachers to think about other classroom language that students may need.
Slide 21

Activity 2:
Civics teacher:
Ask students to select one of the five topics on Handout B.
(or have them count off by 5 to assign them one of the
topics).
Each student will research only one fact.
ICT teacher:
Tell students they will do a web search to find out whether
the question in the quiz is true or false.
Ask students to write down their website and a few notes.

Next, students will practice the search and internet reading skills to search for information
related to one of the five questions in the quiz. Students should choose a number, 1-5 (based on
their interest), and then work with a group who selected the same number.
The quiz questions are repeated in Handout B, with space for notes and any new vocabulary. In
their groups, one student should search, one should take notes, and one should write vocabulary,
and then ensure that they all have written all the information.
Students are responding to only one question/fact.
Remind teachers to think about other classroom language that students may need.
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Slide 22

Activity 2:
English teacher:
If they find unknown words, they should write them down
also and guess at the meaning.

Move around to help students.
ICT teacher:
If students have difficulty, provide the websites in Handout
B-1.

This is a complex task, involving all three subject area skills using technology for reading and
writing, and then organizing the information. All teachers should walk around to assist groups
and individual students in their roles.
Remind teachers to think about other classroom language that students may need. The English
teacher may need to provide additional support.
Slide 23

Activity 3:
Civics, English, ICT teachers:

After students have taken notes in their topic, form new
groups with each topic represented (jigsaw).
Each student should explain why his question is true or

false and provide any additional facts he found out. They
can also share new words.

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After students have completed Handout B, numbered groups should be divided into new groups,
each with a student who has covered 1,2,3,4, and 5. The English teacher may need to assist with
classroom language.
Slide 24

Activity 3:
Civics, English, ICT teachers:
Each student should take only 2 minutes.
The other students in the group should correct their

quizzes and take notes using Handout B.

In each group, each student should explain his or her answer to the others, who will fill in the
answer in their worksheets. One of the teachers should keep time so that each of the 5 has 2
minutes to share his learning. Otherwise, some students might not have time to share the results
of their research. By the end of the 10 minutes in their groups, students should have completely
filled in Handout B.
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Slide 25
Assessment:
Handout B will show you whether students learned

about diversity, were able to use vocabulary, and
successfully completed basic internet research. It will
also show whether students were able to guess
meaning from context.

Handout B will provide information on civics learning, were able to conduct internet searches
and reading, and cooperate in a group. Ask participants for more specifics on how the handout
will provide important feedback. To what extent does the assessment incorporate cooperative
learning? How is this type of assessment student-centered?
Spend time on discussing this.
Slide 26
Closure:
Collect Handout B.
If time allows, ask students to write down the most

interesting fact they learned and turn it in as an exit
slip.

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Having students summarize their learning and write something quickly to turn into the teacher
can provide interesting additional feedback for the teacher and a nice wrap up for a lesson. Elicit
participant reactions to this idea, if any.
Slide 27
EXAMPLE LESSON PLAN 1 - DISCUSSION

How is it student-centered?
How does it address cooperative learning?
How well will they learn about diversity and

multiculturalism?

Ask participants to discuss these questions with their triads, and after 10-15 minutes, ask groups
to share their responses. If responses become redundant, move to the next questions. If they
segue to adaptations related to their own teaching, that is worthy of discussion, but save time
enough time to examine the second example lesson plan.
Slide 28
CIVIC EDUCATION THROUGH ENGLISH LANGUAGE (CETEL)

CENTER FOR LANGUAGE EDUCATION AND DEVELOPMENT,
GEORGETOWN UNIVERSITY
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Example Lesson Plan 2 is presented in Handout 7. This will provide another example of a CBI
lesson on Diversity and Multiculturalism using cooperative learning and student-centered
approaches.
Slide 29
Objective:
Students will use the internet to learn about

another country and tell classmates what they
learned.

Ask participants if they can see the CBI and student-centered approaches in this objective.
Remind them that classroom management approaches and cooperative learning will show up in
the lesson activities themselves.
Slide 30

Learning needs:
Civics:
Students will learn about another country and
culture.
ICT:
Students will learn to navigate websites to find
specific information.

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Ask participants if these learning needs support the objective. Are these areas that the students
will interested in learning about?
Slide 31

Learning needs:
English:
Students will learn and use new vocabulary related to other
cultures.
Students will learn to scan an online presentation for key
information to answer questions.
Students will follow instructions for using internet resources
and working with a group.

Ask teachers whether these learning needs line up with the overall objective. Remind teachers
that it is important to monitor classroom language because there may be additional learning
needs in this area. The English teacher may need to provide ongoing assistance with classroom
language.
Slide 32
Materials:
Warm up on other countries and peoples (Handout A)

Venn Diagram for comparisons (Handout C)

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Slide 33

Activities:
Civics:
Students will investigate the culture of a new country. If
possible, they will compare among three cultures.
ICT:
Students will navigate a website to find key facts related to
another culture.

This list of activities is set up to meet students learning needs and provide steps toward
achieving the objective. They may be too basic or too advanced for participants own students.
Ask if the activities will engage students and why.
Slide 34

Activities:
English:
Students will use new vocabulary and will answer questions

based on online reading, sharing answers with classmates.

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These English language activities are set up to support civics activities and the use of technology
for civics and English learning. Remind participants that their students will need ongoing English
support throughout the lesson to develop classroom language to complete the activities.
Slide 35

Assessment:
Students will present their internet research to

classmates on an area related to the culture of another
country.

Slide 36

Warm up:
Civics teacher:
Ask students show students a blank map of China and ask if
they can name the country. (Handout A)
English teacher:
Ask students to write one thing they know about people in
China using the sentence starter in Handout A.

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After the civics teacher elicits some guesses, the students may need help activating vocabulary.
She and the other teachers should walk around to provide assistance. Refer teachers to the
Lesson Plans Handout A.
Slide 37

Warm up:
ICT teacher:
If possible, ask for a few volunteers to type their
sentences into a projected document with the map.
Civics teacher:
Repeat with Mali and Australia.

If students are shy about typing, ask for a student volunteer to do the typing while another
student dictates to him.
Slide 38

Activity 1:
English teacher:
Use Handout B to go over vocabulary. Tell students

to add new words during their research.

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347
Refer teachers to the Lesson Plans Handout B. This is a very short list of vocabulary, set up so
that students add words as needed.
Slide 39

Activity 2:
Civics teacher:
Ask students to choose one of the three countries for a

research project.
Form groups of 2 or 3 based on choices.

Students have a choice here so that they can pursue their interests. Based on choices, teachers
should form small groups, even if more groups are focused on a particular country.
Slide 40

Activity 2:
ICT teacher:
Provide Handout C, electronically or on paper.
Ask students to use their websites to answer the questions

(and take notes of other interesting facts).

Handout C has a list of websites so that students can answer questions about their chosen
country.
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348
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349
Slide 41

Activity 2:
English teacher:
Ask students to scan to search for key words, those in the

questions.
Remind students that they have vocabulary in Handout B, and
can add to the list as needed.

Using one of the sites as a model, the teacher should demonstrate (or ask a student to
demonstrate) how to scan for specific information, using key words in the questions. With three
students in a group, one can identify the key word in a question, one can manage the technology
as they scan for related words, and one can take notes on the handout as the information is
discovered.
Slide 42

Activity 2:
Move around to help students with their task.

Students may need assistance with the technology, the civics material, or language, so teachers
should be available and moving around the room to monitor and assist groups.
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350
Slide 43

Activity 3:
Civics teacher:
After students have answered questions and finished their
research, put them in groups of 3, with each country
represented.
Students should share the answers to their research questions
with the others.
If there is time, they can also share part or all of the powerpoint
they used for research.

As in the previous lesson, the second step will be for each country group to divide into new
groups where each country is represented. Teachers should provide a fixed amount of time for
each country and ensure that they call out when it is time to move from China to Mali to
Australia.
Slide 44

Activity 3:
All teachers move around to help students with their

task.

Teachers should again circulate to monitor and assist in student work, including classroom
language.
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351
Slide 45

Activity 4:
After reviewing their notes, students should, in the

same groups, list similarities among the customs of
people in their countries, using Handout D.

As a final step, to review, consolidate, and extend their learning about the countries and
societies, students should complete Handout D in the lesson plan packet, to find areas of
similarity and difference among the countries. This will involve a lot of discussion of ideas, and
is designed so that students will learn that even very different countries share some similarities.
Ask teachers for feedback on this activity.
Slide 46

Assessment:
Collect Handouts C and D.
Handout C will show you whether students learned about

different cultures, were able to use vocabulary skim for
information, and successfully completed basic internet research.
It will also show whether students were able to guess meaning
from context.
Handout D will show any evidence of cultural comparison.

26
352
Ask participants for more specifics on how the handouts will provide important feedback
To what extent does the assessment incorporate cooperative learning? How is this type of
assessment student-centered?
Slide 47
Closure:
If time allows, ask students to write down the most

interesting fact they learned and turn it in as an exit
slip.

Ask participants if any of them have seen or used this technique. If so, what were the results? If
not, what could be the benefits? (Possible answer: This could consolidate learning and provide
the teacher with important additional information about student learning).
Slide 48
EXAMPLE LESSON PLAN 2 - DISCUSSION

How is it student-centered?
How does it address cooperative learning?
How well will they learn about diversity and multiculturalism?

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353
Ask participants to discuss these questions with their triads, and after 10-15 minutes, ask groups
to share their responses. If responses become redundant, move to the next questions. If they
segue to adaptations related to their own teaching, thats an interesting topic to explore also.
Slide 49
DISCUSSION
Think about which aspects of culture would

most engage your students.
Discuss with your triad some ways you could

incorporate this topic into your classes.

Ask participants to discuss this question; after some time in their triads, as for groups to share
their ideas with the class.
Slide 50
CONCLUSION
Handout 8 contains additional resources

that you can use for planning your lessons.

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354
Tell participants that they can use these additional resources in their lesson planning, along with
the Example Lesson Plans just reviewed, but that are many, many other approaches to diversity
and multiculturalism.
29
355
356
Module 3 Handout 5
Diversity
Diversity and
multiculturalism
357
358
Module 3 Handout 7
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will use the internet to learn about another country and tell classmates what they
learned.
Learning needs:
Civics: Students will learn about another country and culture.
ICT: Students will learn to navigate websites to find specific information.
English: Students will learn and use new vocabulary related to other cultures.
Students will learn to scan an online presentation for key information to

answer questions.
Students will follow instructions for using internet resources and working
with a group.
Materials:
Warm up on other countries and peoples (Handout A)

Venn Diagram for comparisons (Handout C)
Activities:
359
Civics: Students will investigate the culture of a new country. If possible, they
will compare among three cultures.
ICT: Students will navigate a website to find key facts related to another
culture.
English: Students will use new vocabulary and will answer questions based on
online reading, sharing answers with classmates.
Assessment: Students will present their internet research to classmates on an area

related to the culture of another country.
360
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will use the internet to learn about another country and tell classmates
what they learned.
needed
Warm up: Civics teacher: 10 minutes Map
Civics, ICT, English Ask students show
students a blank map of Guess
China and ask if they
can name the country. Facts
(Handout A)
English teacher:
Ask students to write
one thing they know
about people in China
using the sentence
starter in Handout A.
ICT teacher:
If possible, ask for a few
volunteers to type their
sentences into a
projected document with
the map.
Civics teacher:
Repeat with Mali and
Australia.
Activity 1: English English teacher: 10 minutes Vocabulary

Use Handout B to go
over vocabulary. Tell Definitions
students to add new
361
words during their

research.
Activity 2: Civics, Civics teacher: 15 minutes Research

ICT, English Ask students to choose
one of the three Find the answers
countries for a research
project. Presentation
Form groups of 2 or 3 Website

based on choices.
ICT teacher:
Provide Handout C,
electronically or on
paper.
Ask students to use their

websites to answer the
questions (and take
notes of other interesting
facts).
English teacher:
Ask students to scan to
search for key words,
those in the questions.
Remind students that

they have vocabulary in
Handout B, and can add
to the list as needed.
Civics, ICT, English

teachers:
Move around to help

students with their task.
Activity 3: Civics, Civics teacher: 15 minutes. Form new groups.

ICT, English After students have
answered questions and Share your answers.
finished their research,
put them in groups of 3, If there is time
with each country
362
represented.
Students should share

the answers to their
research questions with
the others.
If there is time, they can

also share part or all of
the powerpoint they
used for research.

teachers:
All teachers move
around to help students
with their task.
Activity 4: Civics, Civics, ICT, English 10 minutes Report to your

ICT, English teachers: classmates.
After reviewing their
notes, students should,
in the same groups, list
similarities among the
customs of people in
their countries, using
Handout D.
Assessment Collect Handouts C and

D.
Handout C will show

you whether students
learned about different
cultures, were able to
use vocabulary skim for
information, and
successfully completed
basic internet research.
It will also show
whether students were
able to guess meaning
from context.
Handout D will show

any evidence of cultural
363
comparison.
Closure If time allows, ask Exit slip

students to write down
the most interesting fact
they learned and turn it
in as an exit slip.
364
Example Lesson 2
Handout A
Country 1: __________________
People in _________________ _________________________________.
-------------------------------------------------------------------------------------------------------------------
Country 2: __________________
People in _________________ _________________________________.
-------------------------------------------------------------------------------------------------------------------
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Country 3: __________________
People in _________________ _________________________________.
366
Example Lesson 2
Handout B
Word Definition
Religion
Ethnicity or ethnic group
Symbol
economy
custom
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Example Lesson 2
Handout C
Use this website to answer questions about China.

https://www.slideshare.net/kevinmccourt/chinas-culture
1. How many dialects of Chinese language are there in China?

________________________________________________________________________
2. How many ethnic groups live in China?
________________________________________________________________________
3. List 3 differences between people in the north and the south of China.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What are the three main religions in China?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What foods do people in China eat?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
368
MALI
Use this website to answer questions about Mali.

https://www.slideshare.net/Apropo/republic-of-mali-45503739
1. What foods do people in Mali eat?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What sports do people in Mali watch?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What is a religious custom in Mali?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What kind of economy does Mali have?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What kind of clothes do people in Mali wear?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. What else did you learn about people in Mali?
________________________________________________________________________
369
________________________________________________________________________
________________________________________________________________________
Use this website to answer questions about Australia.
https://www.slideshare.net/parramiss/australia-presentation-11593615
1. Who came from Europe to Australia?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Who were the first people in Australia?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. What kind of sports do people in Australia play?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. What do children have to learn in school in Australia? Why?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. What are some symbols of Australia?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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6. What else did you learn about people in Australia?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
371
Example Lesson Plan 2
Handout D
China
Australia Mali
372
English Language through Civic Education (ELCE) Program
Georgetown University Center for Language Education and Development
Module 3 Handout 8
Additional Resources on Diversity and Multiculturalism
Duffy, C. Cornerstones of Peace: Valuing Diversity and Practicing Tolerance. Chapter 7 in

Language and Civil Society E Journal: Peace Education. Washington DC: U.S. Department of
State, Bureau of Education and Cultural Affairs. Retrieved from
https://americanenglish.state.gov/files/ae/resource_files/peace-education-ch7.pdf . This site
contains numerous exercises exploring gender, age, and ethnic stereotypes, with several
suggested activities for classroom teachers. The ideas will need to be adapted for elementary
students but basic forms of the exercises could be useful.
Different Colors of Beauty. Teaching Tolerance: A project of the Southern Poverty Law Center.
Classroom Activities. Retrieved from https://www.tolerance.org/classroom-resources/tolerance-
lessons/different-colors-of-beauty . This unit contains a number of lessons which aim at
instilling in students a sense of their own ethnic identity and respect and appreciation for other
groups. Language must be kept simple so that students stick to English.
Diversity Council.org. Diversity activities for elementary school. Retrieved from

https://www.diversitycouncil.org/diversity-lesson-plans-elementary . This site contains lessons
for students from grade 1-12, grouped around themes addressing simple differences.
ESL Flow. Cultural Lessons. Retrieved from

http://www.eslflow.com/interculturalcommunication.html. This site contains numerous lessons
for learners of all ages related to culture and differences.
PBS Parents. Arthurs Communication Adventure. Retrieved from

http://www.pbs.org/parents/arthur/lesson/communication/index.html . This site contains lessons
for helping students with hearing and sight understand the experience of those who are blind and
hearing impaired.
ReadWriteThink.org. Critical Literacy in the 21st Century. Retrieved from

http://thinkcritically.weebly.com/cultural-connections--writing-for-change.html . These
activities focus on developing perspectives on appreciating student differences.
Stoller, F. (n.d.). Building a Civil Society: Breaking Down Stereotypes. Chapter 10 in Language
and Civil Society: Civic Education. Washington DC: U.S. Department of State, Bureau of
Education and Cultural Affairs. Retrieved from
https://americanenglish.state.gov/resources/language-and-civil-society-e-journal-civic-
education#child-600 .This site explores prejudice and stereotypes across a variety of groups, as
well as issues surrounding discrimination.
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Understanding Other Religious Beliefs. http://www.tolerance.org/activity/understanding-other-

religious-beliefs . Teaching Tolerance: A project of the Southern Poverty Law Center.
Classroom Activities. This unit examines religious freedom and the notion of respect for
religions other than ones own.
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Resources from Preschool Rainbow
Preschool Multicultural Activities

Passports
Promote multicultural awareness and self esteem with this early childhood education
activity by Matina.
Materials: Paper and a camera.
Description: We made passports by stapling white paper to construction paper.

Then from January until May we studied a different country. We studied Russia,
Africa, Ireland, Israel, China, Antarctica, Australia, Mexico, Japan, France, Hawaii,
and Saudi Arabia. Then for each country the youngsters wore a hat or a prop from
that country (ex: France, beret). We took pictures of each child wearing his or her
hat or prop. Then I glued the pictures into each child's individual passport and gave
it to them along with a world traveler certificate at the end of the year. They had
lots of fun "dressing up!"
World Passport
Teach pre-k and kindergarten children the concept of "Around the World" with
this early childhood project by Gina. You may want to take more that one week to
accomplish this project.
Materials: Blank booklet and a stamp for each country.
Description: Teachers decide which countries you want your class to visit. We did
Russia, China, Mexico, Egypt and United Kingdom. We took a sheet of paper for
each country and researched facts through books, the internet and guest
speakers. We wrote down important facts and when we were done, I had made
"stamps" from each country (Ex: Egypt = Pyramid) and the children glued them at
the bottom of their sheet.
Once the week was up we went through our passport and planned a 'Round the
world party where each child dressed like the people from one of thecountries we
visited and we made native foods and played native games.
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Bulletin Board: Native American Symbols

Create a bulletin board with this multicultural activity for preschool and
kindergarten children by Nikki.
Materials: Large piece of brown butcher paper, paint, paint rollers, precut symbols
(canoe, teepee, turtle, deer etc.).
Description: The teacher will precut a bear or deer shape from the brown butcher
paper. The children place precut symbols (cut from tag board) onto the brown
butcher paper. The children will roll their rollers into the paint and then they will
roll over the symbol. Next, they lift the symbol and look at the designs they have
created.
Multicultural: The "Talking Stone"

A preschool education circle time activity.
Often during circle time many preschoolers want to talk at once. One way to help
children learn how to take turns is to use a visual clue. Teachers might try using a
"talking stick" or "talking stone". This is a tradition with some Native Americans.
Hold your 'stick' or 'stone' while you speak and then pass it on when it's time for
another person to talk.
You can use a colorful rock or decorate your stick in a special way. This technique
helps young children learn to respect the speaker and to wait and listen. Continue
with this idea and soon the children will be reminding each other.
Japanese: Hinamatursi Day!

Trina S. offers this early childhood lesson plan saying, "Teach children that being
different is okay. We're not all of the same ethnic background, and people
celebrate holidays in different ways."
Materials: Dolls, pretend tea set and newspaper print paper (end of the paper
rolls).
Description: We celebrated Hinamatursi Day "The day of the Dolls" which is

celebrated in Japan to commemorate ancestors.
1. Told everyone in advance to bring a doll for Hinamatsuri Day.

The day of the Dolls. We explained what Hinamatsuri Day was
376
to the children. Then, each child took turns telling about their doll
and why it was special to them (some brought stuffed animals).
2. Later on we made paper kimonos out of newspaper print paper

(end of the paper rolls). A lot of newspapers give these away
for free or for a very small amount and they have lots of paper
left on them. Each child decorated their own paper kimono and then
a belt was fastened out of string.
3. After lunch we had a tea party, Japanese style, with everyone seated on the
floor. We read a short book about life in Japan so that children could see how
Japanese people sit around their table on the floor.
Comments: Kids really enjoyed this day! Kids didn't want to take off their kimonos.
Great way to learn about another culture without it being boring.
Take a look at Preschool Picture Books Listed by Themes for a suggested list of
multicultural books.
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Resources from Tolerance.org
Understanding Other Religious Beliefs
In this lesson, students will learn about other religions as a starting point to promote religious
tolerance.
Framework
Understanding religious beliefs other than ones own is a key element of tolerance, since faith
traditions often define a significant part of a persons identity. In the United States, the spectrum
of religious diversity is a part of our culture as a whole, and religions can sometimes be at the
center of political debate. This can happen when certain laws impact the way a person practices
his or her religion. For example, Jehovahs Witnesses are not permitted to recite the Pledge of
Allegiance as it violates elements of their belief system. Another example of religion clashing
with politics is at the forefront of debate right now.
Great controversy has swirled around the planned construction of Park 51s Islamic Cultural
Center in lower Manhattan. Resistance to building mosques in communities is not new. Many
communities around the United States, such as in Sheboygan, Wisconsin or in Murfreesboro,
Tennessee, have tried to prevent or forestall the building of mosques in their towns. These
incidents have sparked much conversation about the ideas of religious freedom and tolerance. To
introduce this topic to younger students, an exploration of religions and of religious freedom can
help.
Glossary
Religious freedom [rel-ih-jus fr-dm]

(noun) the right to practice any religion you choose, or to live without any religion at all
ELEMENTARY GRADES (3-5)
Objectives
Activities will help students:
define and understand religious freedom

learn to communicate about religion with sensitivity
Essential Questions
What is religious freedom?

Why should you show respect for other peoples religious beliefs?
Materials
Notebooks
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Chart or poster paper

Markers and crayons
Handout: Speaking With Respect
Activities
1) In your notebook, list the names of as many different religions or faith traditions you know
about. Share your lists with the class. (Note: As students recite their lists, create a master list on
chart paper. If students struggle with this activity, you may want to add the following to the list:
Christianity, Islam, Judaism, Taoism, Buddhism, Hinduism, atheism, Bahai Faith, Sikhism,
Jainism, Shinto, Confucianism, Wicca, etc.)
2) In America, religious freedom is protected by the First Amendment of the U.S. Constitution.
Religious freedom can be defined as the right to practice any religion you choose, or to live
without any religion at all, without the government getting involved. Put this definition into
your own words and tell it to a partner. (Note: You may wish to define government getting
involved as the law telling you what you can and cant do in the way you practice your
religion.)
3) (Note: Assign each student one religion from the list above to research. You can have students
complete their research online using a site such as National Geographic for Kids. Alternatively
you can work with your school librarian to pull selected books on each religion for students to
check out.) Your teacher will assign you one religion to research. Create a poster to present
information about that religion. On your poster you may want to include information about some
of the following:
Major beliefs
Sacred texts
Festivities and ceremonies
Clothing
4) Present your poster to the class. After each student presents, the rest of the class should
respond using the handout Speaking With Respect.
5) Hang up your posters around the room so that everyone can learn more about different
religious beliefs.
379
http://www.tolerance.org/sites/default/files/general/speaking_with_respect.pdf
380
Resources from U.S. Department of State
The Civic Education section of the Forum (vol. 37, nos. 1-4) focuses on issues that help to define or promote
a civil society. The four main issues are considered keys in building and maintaining a civil society: diversity,
tolerance, respect, and consensus. We hope to provide readers with content-rich material and interesting
exercises for the EFL class that will help students not only to improve their English but also better
understand their place in the world's society.
The Keys to a Civil Society

by Damon Anderson
Diversity - Tolerance - Respect - Consensus
Diversity
As we have read about or experienced in our own lives, the advances in technology and transportation are
creating a more mobile and global community. The global economy is building a new network of relationships
between peoples and countries. People from all walks of life and all cultures are connecting with each other
on a daily basis. For example, 148 million people worldwide are communicating across borders via the
Internet (NUA Internet Survey). With the changes in populations due to the effects of climate, disease, and
violent conflicts, as well as the changes in life expectancy, traditional institutions and the world's labor force
are evolving. In many industrialized countries the workforce is aging. In the United States, for example, by
the year 2006 the largest increases in the workforce will be in the age bracket from 45 to 64 (November 1997
Monthly Labor Review). Such barriers as those between the young and the old, male and female, and
prejudices against individual groups such as the physically impaired are increasing being challenged.
Because of these changes and the growing globalization, diversity is an issue that pervades every society. It
is something that has impact on every person and so it is an issue that needs to be addressed. The most
common subjects related to diversity center around race, color, gender, religion, and economic status. Many
other related subjects are also often considered such as education, language, physical abilities, age, and
culture. Diversity even relates to more specific subjects such as personal preferences.
The definition of diversity in many dictionaries emphasizes differences in the state or condition of something
(a species, group, organization, etc.). These dictionaries, however, also state the element of variety in their
second or third definition. Until recently, the focus has been primarily on the differences part of the definition.
Throughout history, peoples and societies generally tended toward a more homogeneous approach in their
development and were often afraid of or prejudiced against differences. Standards and norms were
established according to the beliefs of the dominant group(s) or culture(s). National identities used to be
developed on the principle of sameness-sameness of ethnic origin, sameness of language, sameness of
religion, and so on. Laws were created to exclude or even punish certain differences. Groups and societies
381
saw anyone (or group) that was different as being automatically suspect and often inferior. Civil wars and
world wars have been fought over issues relating to diversity.
With the quickly expanding concept and realization of more interrelated communities, nations and societies
have begun to focus more on the variety that diversity brings. It is becoming more evident that differences
can add value and quality. For example, Western medicine is beginning to accept such Eastern alternatives
as acupuncture. The world science community is extremely appreciative of the contributions of British
physicist Stephen W. Hawking, whose intelligence and personality eclipse his physical disabilities. And
breaking the age discrimination barrier, U.S. astronaut and Senator John Glenn made his second voyage
into space at the age of 77 in order to conduct various experiments related to age. Today's generations are
beginning to look for or build common threads around which differences can exist in harmony and the values
in the differences can be shared. The concept of sameness is being replaced with unity. This could be a
legacy of the twentieth century.
This change in view, however, is not coming easily to the world. Many long-standing prejudices and practices
counter to diversity still exist in all societies. Education is one of the keys to diminishing the prejudices
against diversity. Awareness is the first step in the process. Helping students to become aware of the
diversity around them and to recognize the value in that diversity is key to building a strong civil society.
The following section looks at some subjects related to diversity and proposes some activities to help build
students' awareness on these subjects. Not all activities need to be explicit. Sometimes, just creating an
environment in which diversity is noted and tolerance and respect are observed is enough to instill
awareness.
Gender
The age-old battle of the sexes is a major subject under diversity. Equality between the sexes is still a
relatively new concept in some societies (women did not have the right to vote in the United States until
1920). Stereotyping is a form of prejudice and many people stereotype what is expected of a woman and
what is expected of a man.
Activity: Gender Stereotypes

Have each student read the following lists (either from the blackboard or an overhead slide, or give each
student his or her own copy of the lists to work with). Ask them to write the word male, female, or both beside
each word or phrase in each list according to whether they think that word refers primarily to a man or a
woman, or refers equally to both. If they do not know or understand a word or phrase, ask them to guess. As
they finish each list, have the students cover that list and go on to the next one. They may not go back to a
previous list. Give them either 50 seconds per list, or 2.5 minutes in which to complete all three lists.
After they have completed their lists, work with one list at a time, beginning with professions. If the class is
small, work as a whole group. If the class is large, work in small groups (odd numbers are better in case
there is a tie-no more than five to a group). Ask the students to share the information and explain why they
made the selection they did, even if they guessed (have dictionaries ready so they can look up new
vocabulary). Note the instances in which the majority of the class agreed on the same gender for an item.
Discuss why this is so. Discuss instances in which that item might apply to the other gender or to both
genders equally. Have the students compare their answers from one list to the other and discuss any
differences (for example, if in one list they put male after the word cook, but in another list they put female
after the word cooking).
As a follow-up activity or conclusion, have the students find some pictures showing men and women doing
work that has stereotypically been considered done by the opposite gender. Let them create captions for the
pictures (in English) and put the pictures up on the classroom walls. Try to keep the pictures up for a least a
week. If you have too many for the allotted wall space, rotate them.
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Ethnic Origin
In many countries around the world, the dominant culture sets the standards and norms for day-to-day living.
People who are not directly or inherently part of the dominant culture find themselves stereotyped and
victims of prejudice when it comes to jobs, educational opportunities, housing, and so forth. Members of the
subcultures are often assumed to belong to certain professions such as banking, gold trading, laundry, real
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estate, teaching, or music. If you find yourself in one of these subcultures, breaking out of the stereotype
may be difficult unless you are extraordinarily gifted.
Posters
This activity is an example of a nonexplicit activity used to develop awareness. It can be done either by the
teacher or a small group of students from the class. The preparation should take place outside of the class.
Think of the professions that are commonly associated with members of the dominant culture. Create a
collage (a collection of pictures from magazines, journals, scrapbooks, etc.) of known members of the
subculture who have successfully held or hold positions in those professions. Create a second collage of
known members of the dominant culture who have successfully held or hold positions in professions
stereotypically held by members of the subcultures.
Put the two collages up on a wall in the classroom. Beside or under each collage, put a small notebook for
students to write comments in. At the beginning of class the day the collages are put up, take three to five
minutes to explain the concept of the collages. Invite the students to look at them before or after class, or on
their breaks, and to write their comments about the collages in the books (in English). Leave the collages up
for two weeks.
An extra activity with the collages is to have students who finish in-class assignments early (e.g., tests, silent
reading, etc.) write a reaction (in English) to the collages in their journals or on a separate piece of paper (not
for a grade-but possibly for an extra half-point credit on the assignment). Again, the purpose is to increase
the students' awareness of the diversity around them.
The following is an example of a collage. The subject of this sample collage is "Generations."
Age
In some cultures age is a virtue, while in others it may seem to be a curse. We all find that as we get older,
certain things are expected of us. Many older people feel themselves discriminated against in areas such as
work, housing, and sports. With the average age of populations around the world getting older and with
health care improving, many countries are finding that the expectations and laws regarding age need to be
reconsidered.
Survey
To raise students' awareness about the prejudices regarding age, have the students complete the following
questionnaire. Give them 20 minutes to answer the questions. Discuss their answers either as a whole class
or in groups.
1. At what age should people stop learning or studying? Why?
2. At what age should people stop working, retire? Why? Is it the same for men and women?
3. At what age is somebody considered an adult? Why? Is it the same for men and women?
4. At what age is somebody considered old or elderly? Why?
5. Consider a normal, healthy person who is 24 years old and a normal, healthy person of the same gender
who is 50 years old.
a. List ten things the 24-year-old can do that the 50-year-old cannot. Be able to explain why.
b. List ten things the 50-year-old can do that the 24-year-old cannot. Be able to explain why.
c. List ten things that the two can do together. Be able to explain why.
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d. List ten things the two should not do together because of age. Be able to explain why.
6. Is there a direct relationship between age and wisdom? What is it?
7. What is the generation gap? Give examples.
For an extended assignment, ask the students to interview a couple of relatives and neighbors (different
ages) using the same questions. Have them prepare either an oral or written report summarizing the
interviews and drawing conclusions regarding people's attitudes toward age.
Adapting the Activities

These activities can be adapted to fit most intermediate and advanced classes. The major factors to consider
are time and vocabulary.
For the gender exercise, the lists can be shortened for time consideration, or words changed according to
the students' vocabulary aptitude. The most important thing is keep the activity list and the professions list
parallel. For example, if in the professions list you have cook, do not remove cooking from the activities list.
The personality traits list should reflect traits (positive and negative) you would associate with the professions
listed.
For the ethnic origin activity, there is no real need to adapt this except possibly to have bilingual and
monolingual (English) dictionaries close by so students can look up words they would like to use in
describing their reactions to the collages.
For the age activity, students can be allowed to conduct their interviews in their native language but must
report their findings (either in writing or orally) in English. To save time, the number of items requested for
each of the lists in question 5 can be reduced to four or five.
http://eca.state.gov/forum/journal/notup.htm
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http://www.macmillanenglish.com/uploadedFiles/Inspiration/INSP1culture_FAW.pdf
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http://www.macmillanenglish.com/uploadedFiles/Inspiration/Insp4YCWS.pdf
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Five Exercises for teaching Culture
Upper secondary adult

Gill Johnson, Hastings, UK
Comfort Food and drinks
Level: elementary and upwards
Cultural aim: to establish what foods ( drinks) are personally and culturally central.
Preparation: be ready to talk about your "comfort foods, foods that give you a sense of Ok-ness,
ease and "at homeness". Choose some from before and some now. Same for drinks.
In class:
1. Tell the class about your former and current comfort foods and drinks. Explain why you
specially like these foods, their associations for you etc
2. Ask two or three students to tell the class about theirs. Choose students from different cultures
and if the class is "mono-cultural", choose people, if possible, from different regions/ suburbs/
areas.
3. Ask each student to make a list of former comfort foods/drinks and current comfort foods or
drinks. Ask them to underline any items that they consider many people in their culture would
also find reassuring and relieving.
4. Organise groups of 4-6 students so they can compare their lists. Group the students as
culturally heterogeneously as possible
Note: this can be a powerful exercise with people who are currently away from their own home
cuisine.
http://www.hltmag.co.uk/mar05/less01.htm
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Module 3 Handout 9
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Learning needs:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Materials:
Activities:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Assessment:
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Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:

needed
Warm up:
English
(Background
knowledge and
language)
Activity 1: Civics,
ICT, or English
Activity 2: Civics,
ICT, or English
Activity 3: Civics,
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ICT, or English
Activity 4: Civics,
ICT, or English
Assessment:
Closure:
398
Module 3 Handout 10
1. Which of the aspects of classroom management does the lesson use?
Classroom climate
Student-centeredness
Student interaction
Cooperative learning
Other:
2. How is the lesson student-centered?
3. How does the lesson incorporate CBI?
4. What suggestions do you have for improving this lesson?
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MODULE 4: OBJECTIVES AND MATERIALS DEVELOPMENT

Students
1 Practices from Module 3. class lesson plans with a partner or group from the
what theyd like to change next time.
photo of this list)

practices.
Hour Introduction to Introduction to Objectives and Materials Development.
2 Objectives and Materials Use presentation to introduce the concepts Handout
Development. 1 is handout of the presentation.
Handout 1 Please see Handout 1 - Instructor Version Lecture Notes.

Handout 2
Handout 3 Slide 5 asks how teachers know if students have
Handout 4 mastered an objective. Pause and elicit ideas.
Ask teachers to focus on their own content area in
terms of students mastering objectives. They will
have thought about and done this in previous
modules, and what they say will probably overlap
across content areas. This is good, because it reflects
CBI using technology and English to show civics
learning, using civics as a platform for developing
technology and English skills, and using English as
the medium of instruction.
Handout 2, referenced in Slide 25, is an example of

planning materials to support areas of learning.
Original, developed materials are included to show
how closely aligned materials should be across
objectives. Vocabulary lists come from readings.
Notetaking organizers should be aligned with
information in the article. Sentence starters should be
available for direct use in the presentation.
Give participants time to peruse it and elicit feedback.
401
Handout 3 (referenced in Slide 26) provides a blank

template for the participant exercise referenced in
presentation.
Handout 4 (Slide 27) contains some sample material
for use in the exercise.
To the extent that time allows, have students work with their
triads to identify and describe materials they would or could
use, from Handout 4 or elsewhere or of their own creation.
This is just rehearsal for lesson planning. As time allows, ask
them to share with the class.
Hour Introduction to Civic Use Power point to provide an overview of the CTEL Civic
3 Education Topic 4: Education topic 4: Vocational and Life Choices.
Vocational and Life
Choices Handout 5 provides a copy of the presentation.
Handout 5
Handout 6 Please see Handout 5 Instructor Version Lecture Notes.
Handout 7
Handout 8 Handouts 6 and 7 provide lesson plans, as presented in the
lessons.

language.
As you progress through each lesson plan, ask participants

how the materials in each activity support the objective. Also
ask for ideas about how they were created.

covered so far CBI, student-centered instruction and
cooperative learning, and objectives and materials. These are
a way to reflect and consolidate the models. Participants can
discuss in their triads.

Handout 8 provides resources in the area of Vocational and
402
Life Choices. Participants can use these resources or their

own ideas for lesson planning/microteaching or for future
reference.
Hour Lesson Planning
4 Workshop Ask participants to use the lesson plan template to design a
Handout 8 20-minute lesson to present to their peers.
Handout 9


to their peers.

of the class.
The class should use the feedback form to provide structured

feedback.

observations.

and observe.
Wrap up:
403
to try an objectives-based, student-centered CBI lesson with
supporting materials and write a reflection for their portfolios
and for discussion at the next workshop. Let them know that
when you visit, youd like to observe them and will provide
feedback.
Post-departure:
404
Module 4 Handout 1
Slide 1
CTEL MODULE 4:
OBJECTIVES AND
MATERIALS DEVELOPMENT

Tell participant that this module will focus on a skill that has been part of all other work so far the role of
objectives and development of materials.
Slide 2
OBJECTIVES BASED TEACHING

As weve seen from the beginning of the program, we have used objectives to organize our lessons.
405
Slide 3
Objectives-based teaching means that we organize all our teaching around an outcome that we want our
students to achieve.
Slide 4
OBJECTIVES-BASED TEACHING:
STEP 1 - GOAL
As we have seen, in CBI, we set a goal so

that students can show civics learning and
technology and English skills in a specific
way.

As weve seen, the objectives in CBI should reflect outcomes for all three areas of learning: civics, technology,
and English. We will have a large goal, possibly from the curriculum or textbook, that may cover a longer
period of time, but each class period should also have an objective so that our lessons have a defined purpose
that we and our students understand.
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Slide 5
STEP 2 - EVIDENCE
How will we know that students have

met the objective?

Ask teachers how they know if students have mastered an objective. Ask them to focus on their own
content area in terms of students mastering objectives. They will have thought about and done this in
previous modules, and what they say will probably overlap across content areas. This is good, because it
reflects CBI using technology and English to show civics learning, using civics as a platform for
developing technology and English skills, and using English as the medium of instruction.
Pause and elicit ideas.
Slide 6
STEP 2 - EVIDENCE
Often, evidence is best provided

through student performance or use of
skills and knowledge.

407
As weve seen in previous lessons, the final activity of a lesson can serve as an assessment, evidence of whether
students have mastered an objective in each area civics, technology, and English.
Slide 7
STEP 2 - EVIDENCE
A good objective tells us what students
should be able to do at the end of a
lesson:
Students will be able to name English

speaking countries and capitals using
online maps.

In order to know whether students have mastered the objective, it should be written with very specific skills in
mind, in concrete terms, such as the example in this slide.
Slide 8
STEP 3 LEARNING EXPERIENCES
Based on the objective and what you

know about your students needs you
can plan activities that provide steps
toward the goal.

When you know what students should be able to do by the END of the lesson, activities prior to that should
focus on the knowledge, skills, and language they need to achieve that objective.
Slide 9
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Plan learning experiences that help students reach
the goal step by step.
For example, students learn to use some of the new

vocabulary related to familiar places before
proceeding to unfamiliar.
Students use online maps of these familiar places.

Based on the objective above, students will be able to learn countries and capitals of English speaking nations
using online maps. A step to get ready for that may be to use online maps to describe more familiar places first
to build their technology skill and their vocabulary for describing the location of countries, perhaps with
prepositions in/near/on.
Slide 10
Plan learning experiences that help

students cooperate to reach the goal.
For example, students practice labeling

maps, matching cities and countries, and
using target vocabulary in a variety of ways.

Activities should allow students to build skills through practice, both the prior skills and then the new civics
information (the new countries and capitals), so that in the final activity, they put all the pieces together.
409
Slide 11
FINALLY: ASSESSMENT
Determine whether or not students have

met the goal is the evidence clear?
Can students use the new vocabulary and

identify the appropriate cities and
countries?

The final activity will show whether students CAN put all those pieces together, and which parts of the civics,
technology, and English knowledge and skills they have learned and can use.
Slide 12
FINALLY: ASSESSMENT
Well focus more on assessment in our

final workshop!

Well focus more closely on how to evaluate student performance in the next workshop, Module 5.
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Slide 13

Next well focus on how to develop the materials needed for building specific student skills and knowledge to
meet an objective.
Slide 14
OBJECTIVES AND MATERIALS
Achievement of classroom objectives

usually requires more than a textbook as a
resource.

411
Slide 15
WHY DEVELOP YOUR OWN MATERIALS?
Activities often need specific materials not

found in textbooks.

Textbooks can provide a source but specific skills may need something designed especially for a particular
activity.
Weve seen some of these teacher-created materials in the previous Example Lesson Plans.
Slide 16
This is especially true for content-based

instruction, which will require materials that
foster achievement of both language and
content objectives.

We have seen some of these in prior modules. Module 1, Lesson Plan 1 (Module 1 Handout 1 Handout 10) has
a table with sentence stems so that students have English language support to present their civics knowledge
(Lesson Handout C), which was written just for this activity. Other Modules Example Lesson Plans have
412
similar customized handouts to support the precise civics, technology, and English activities related to the
objectives.
Slide 17
Also, cooperative and student-centered

learning can be enhanced by use of
authentic materials.

Students can read texts as weve seen with internet reading on heroes and holidays and collaborate to share
reading for the completion of a more comprehensive task, as we say in the Example Lesson Plans in Module 3
(teacher-created graphic organizers). (Give participants time to find these handouts from previous modules for
concrete examples).
Slide 18
Authentic materials also greatly enhance

student motivation.

413
When students have materials that directly support their learning tasks, they can focus on the information and
knowledge that they are processing and feel motivated and responsible to focus and complete the task.
Slide 19
HOW TO DEVELOP MATERIALS

1. Start with your objective.
Ask yourself: In order to achieve this objective,
what kinds of language exposure do the
students need?
What is the content?
What is the language level?

If students are at a lower level of language learning, they may need a very simple vocabulary organizer such as
those that we saw for warm ups when they created a cluster of words related to a holiday topic or hero. For
internet research, they may need supports with individual websites such as those provided in the Module 3
Example Lesson Plans. (Give participants time to find these handouts from previous modules for concrete
examples).
Slide 20
2. Determine activities needed.
Do they need reading?

Notetaking?
Writing?
Picture prompts?

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Think about what kinds of handouts students may need; these visual supports, though quick to create, can
provide critical support for student learning. (See notetaker in Module 3 Example Lesson Plan 1, when students
took notes to verify answers in the true/false quiz using internet research and sources). (Give participants time
to find these handouts from previous modules for concrete examples).
Slide 21

3. Begin a search for relevant materials using a
variety of sources.
Textbooks
Newspapers
Menus
Advertisements
Websites
Audio or video clips
Pictures

Almost any material near at hand can be adapted an online article or a hard copy of newspaper article can be
modified with questions attached. Pictures from magazines can be used for multiple purposes. Menus,
advertising, and quickly designed teacher materials can support objectives and activities more specifically than
something straight from a textbook.
Slide 22

4. Adapt materials as needed.
Copy a small selection
Create a graphic organizer to support
listening, reading, brainstorming,
interviewing, etc.
Determine relevant vocabulary.
Modify language level to meet students
level plus a little learning.

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Some ways to modify materials are to edit from an online source to reduce the language level (with Modified
from source noted), highlighting important vocabulary, and designing questions and worksheets to highlight
key areas of learning, whether basic or advanced. The Example Lesson Plans throughout show these types of
approaches to designing materials. The texts on Georgian Heroes shows modified text (and reference) so that
language input is comprehensible and key civics information is conveyed. (Give participants time to find this
handout for a concrete example).
Slide 23
5. Arrange materials within lesson and

activities.
Develop instructions and class structures to

maximize learning.

Consider the sequencing of the materials support before authentic task, breaking tasks into steps. Prior lesson
plans provide examples of this if we look through handouts and think about building student skills in each area.
(Give participants time to find these handouts from previous modules for concrete examples).
Slide 24
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6. Implement lesson using materials.
7. Reflect on what worked well with teacher-

created/developed materials and what should
be improved for next time.

In implementing the lesson, you may discover gaps; students, for example, might benefit from an additional
step, support, or written instruction. This is important information for designing future lessons for a particular
class.
Slide 25
EXAMPLE OF MATERIALS DEVELOPMENT
See Handout 2, a lesson with materials

appropriate for basic learners.
These materials are found or created by

teachers to support student learning steps
toward achieving the objective.

Handout 2 is an example of planning materials to support areas of learning. Original, developed materials
are included to show how closely aligned materials should be across objectives. Vocabulary lists come from
readings. Notetaking organizers should be aligned with information in the article. Sentence starters should
be available for direct use in the presentation. Give participants time to peruse it and elicit feedback.
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Slide 26
Handout 3 provides a blank template for the participant exercise. The objective can be a quick one that
they write in a few minutes for a future lesson. They should think of a specific activity for each area,
and what specific material they could design that would support that activity (they do not have to design
the material itself, just think about what they would/could design). (See below for more)
Slide 27
PLANNING ACTIVITY
Handout 4 contains some sample materials

for your use.
You can also use pictures from old

magazines and newspapers for a variety of
activities.

Handout 4 provides some sample materials that will give them ideas. For their classrooms they can also
use internet images, pictures from magazines and other materials they may have on hand.
Slide 28
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PLANNING ACTIVITY
Share your ideas with the class.

This activity will take time; after 10-15 minutes in their triads, participants can begin sharing ideas either with
the class at large, or with one triad joining another.
Slide 29
CONCLUSION
Next well look at how to use these ideas

with the civic education topic of Vocational
and Life Choices.

Tell participants that the next hour will include two examples of lessons with materials designed to support
objectives.
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420
Module 4
Module 4 Handout 1
Presentation 1
Slide 1 CTEL MODULE 4: ___________________________________

OBJECTIVES AND
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
___________________________________
OBJECTIVES BASED TEACHING
___________________________________

___________________________________
___________________________________
___________________________________
421
Slide 3 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 OBJECTIVES-BASED TEACHING: ___________________________________

STEP 1 - GOAL
As we have seen, in CBI, we set a goal so

that students can show civics learning and ___________________________________
technology and English skills in a specific
way.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 5 OBJECTIVES-BASED TEACHING:

___________________________________
STEP 2 - EVIDENCE
How will we know that students have ___________________________________

met the objective?
___________________________________

___________________________________
___________________________________
___________________________________
422
STEP 2 - EVIDENCE
Often, evidence is best provided

through student performance or use of ___________________________________
skills and knowledge.
___________________________________

___________________________________
___________________________________
___________________________________

STEP 2 - EVIDENCE
A good objective tells us what students
should be able to do at the end of a
lesson: ___________________________________
Students will be able to name English
speaking countries and capitals using
online maps.
___________________________________

___________________________________
___________________________________
___________________________________

Based on the objective and what you

know about your students needs you ___________________________________
can plan activities that provide steps
toward the goal.
___________________________________

___________________________________
___________________________________
___________________________________
423
Plan learning experiences that help students reach
the goal step by step.
___________________________________
For example, students learn to use some of the new
vocabulary related to familiar places before
proceeding to unfamiliar.
Students use online maps of these familiar places.

___________________________________

___________________________________
___________________________________
___________________________________

Plan learning experiences that help

students cooperate to reach the goal. ___________________________________
For example, students practice labeling
maps, matching cities and countries, and
using target vocabulary in a variety of ways.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 11 FINALLY: ASSESSMENT ___________________________________

Determine whether or not students have
met the goal is the evidence clear?
___________________________________
Can students use the new vocabulary and
identify the appropriate cities and
countries?
___________________________________

___________________________________
___________________________________
___________________________________
424
Slide 12 FINALLY: ASSESSMENT ___________________________________
Well focus more on assessment in our

___________________________________
final workshop!
___________________________________

___________________________________
___________________________________
___________________________________
Slide 13 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
Slide 14 OBJECTIVES AND MATERIALS ___________________________________
Achievement of classroom objectives

usually requires more than a textbook as a ___________________________________
resource.
___________________________________

___________________________________
___________________________________
___________________________________
425
Slide 15 WHY DEVELOP YOUR OWN MATERIALS? ___________________________________
Activities often need specific materials not

found in textbooks. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
This is especially true for content-based

instruction, which will require materials that ___________________________________
foster achievement of both language and
content objectives.
___________________________________

___________________________________
___________________________________
___________________________________
Also, cooperative and student-centered

learning can be enhanced by use of ___________________________________
authentic materials.
___________________________________

___________________________________
___________________________________
___________________________________
426
Authentic materials also greatly enhance

student motivation. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
Slide 19 HOW TO DEVELOP MATERIALS ___________________________________

1. Start with your objective.
Ask yourself: In order to achieve this objective,
what kinds of language exposure do the
students need? ___________________________________
What is the content?
What is the language level? ___________________________________

___________________________________
___________________________________
___________________________________

2. Determine activities needed.
Do they need reading? ___________________________________

Notetaking?
Writing?
Picture prompts?
___________________________________

___________________________________
___________________________________
___________________________________
427
3. Begin a search for relevant materials using a
variety of sources.
Textbooks
Newspapers ___________________________________
Menus
Advertisements
Websites
Audio or video clips
Pictures
___________________________________

___________________________________
___________________________________
___________________________________

4. Adapt materials as needed.
Copy a small selection
Create a graphic organizer to support
listening, reading, brainstorming,
___________________________________
interviewing, etc.
Determine relevant vocabulary.
Modify language level to meet students
level plus a little learning.
___________________________________

___________________________________
___________________________________
___________________________________

5. Arrange materials within lesson and
activities.
___________________________________
Develop instructions and class structures to
maximize learning.
___________________________________

___________________________________
___________________________________
___________________________________
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6. Implement lesson using materials.
7. Reflect on what worked well with teacher- ___________________________________

created/developed materials and what should
be improved for next time.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 25 EXAMPLE OF MATERIALS DEVELOPMENT ___________________________________

See Handout 2, a lesson with materials
appropriate for basic learners.
___________________________________
These materials are found or created by
teachers to support student learning steps
toward achieving the objective.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 26 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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Slide 27 PLANNING ACTIVITY ___________________________________
Handout 4 contains some sample materials
for your use.
___________________________________
You can also use pictures from old
magazines and newspapers for a variety of
activities. ___________________________________

___________________________________
___________________________________
___________________________________
Slide 28 PLANNING ACTIVITY ___________________________________

Share your ideas with the class.
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 29 CONCLUSION ___________________________________

Next well look at how to use these ideas
with the civic education topic of Vocational
and Life Choices.
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Module 4 Handout 2
Planning for Materials to Support Objectives
Objective Area of learning Materials to support
Sample article about

a famous scientist
(Handout A).
Civics Learning
Notetaking
organizer (Handout
B).
List of websites for

research (Handout C).
Students will create a
Technology Learning
presentation about the
Presentation
career of a famous Georgian software
scientist. (Powerpoint)
List of vocabulary
(Handout D)
English Language
Learning List of past tense
verbs (Handout E)
Sentence stems for

presentation
(Handout F)
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Handout A
Malkhaz Abdushelishvili
From Wikipedia, the free encyclopedia
Malkhaz Abdushelishvili (November 28, 1926 February 23, 1998) was a famous Georgian scientist, one of
the founders of the Georgian scientific school of Anthropology, Academician of the Georgian Academy of
Sciences (GAS), Meritorious Scholar of Georgia, Doctor of Historical Sciences, Professor.
He was born in 1926, in Tbilisi. In 1948 he graduated from the Tbilisi State Medical University. He received a
PhD degree in 1952, and in 1964 a degree of the Doctor of Historical Sciences.
Between 1948 and 1998 Abdushelishvili was a research fellow (1948-1952), senior research fellow (1952-
1959), and head of the Department of Anthropology of the Institute of History and Ethnology of the Georgian
Academy of Sciences (GAS).
From 1964 to 1998, Abdushelishvili was a professor of the Tbilisi State University (TSU).
In 1993 he was elected as academician of the Georgian Academy of Sciences.
Main fields of scientific activity of Professor Abdushelishvili were: anthropology of the population of Georgia
and the Caucasus, anthropology of the population of India, kranology of the population of the Caucasus, etc. He
was author about 200 scientific-research works and more than 10 monographs.
He was a chief expert of UNESCO in anthropology (1964-1998), an honorary member of the European
Anthropological Association (1973), and honorary member of the Indian Society of Human Genetics (1975).
Abdushelishvili died in Tbilisi in 1998 (aged 71).
The award-winning popular science book on human evolution Who Asked the First Question? Origins of
Human Choral Singing, Intelligence, Language and Speech (2006) is dedicated to the memory of
Abdushelishvili and his lifelong friend, Russian anthropologist Valery Alekseyev.[1]
432
Handout B
Organizer for Notes
Scientist:
Who was he or she?
Why was he famous?
Where did he or she study?
Where did he or she work?
What else did he or she do?
Other notes:
433
Handout C
List of websites on Famous Georgian Scientists:
Malhkaz Abdushelishvili
https://en.wikipedia.org/wiki/Malkhaz_Abdushelishvili
Revaz Dogonadze
https://en.wikipedia.org/wiki/Revaz_Dogonadze
Guranda Gvaladze
https://en.wikipedia.org/wiki/Guranda_Gvaladze
Guram Mchedlidze
https://en.wikipedia.org/wiki/Guram_Mchedlidze
Vasil Tsereteli
https://en.wikipedia.org/wiki/Vasil_Tsereteli
434
Handout D
Vocabulary
Academy
Author
Evolution
Foreign
Founder
Guidance
Outstanding
Society
435
Handout E
Past Tense Verbs
Dedicated
Discovered
Elected
Founded
Graduated
Received
Was
436
Handout F
Sentence Starters for Presentation
1. He was __________________________________________________________________.
2. She graduated from __________________________________________________________________.
3. He worked as a __________________________________________________________________.
4. He worked at __________________________________________________________________.
5. He was the author of __________________________________________________________________.
6. She founded __________________________________________________________________.
7. She published __________________________________________________________________.
8. He was a member of __________________________________________________________________.
9. She was elected __________________________________________________________________.
10. He discovered __________________________________________________________________.
437
438
Module 4 Handout 3
Planning for Materials to Support Objectives
Objective Area of learning Materials to support
Civics Learning
Objective:
Technology
Learning
English Language
Learning
439
440
Module 4 Handout 4
Sample Materials to Support Objectives
441
442
_______________ _______________
_______________ _______________
_______________
443
444
445
446
Module 4 Handout 5
Slide 1

Vocational and Life Choices

through English Language (CTEL) Program
Georgetown University
School of Continuing Studies
English Language Center
This modules Civic Education topic should be one that is very student-centered and engaging, because it
impacts the future of all students.
Slide 2

Part
of civic education is preparing
students for future decisions.

Ask teachers if this is a topic theyve focused on in the past; if so, ask them to discuss their experiences.
447
Slide 3

Thinking
about their interests and skills is a
good way to start.

At the core of student-centeredness is a focus on students as individuals in a society.
Slide 4

Reading about careers that match their
interests is another good activity.

Focusing on their own lives and interests will help them begin planning for the future.
448
Slide 5

Learningabout the Georgian economy
can help them to identify good jobs.

Part of civic education is learning about the national (and perhaps international economy); linking this to
students own future studies and work lives will make the study of the economy even more meaningful.
Slide 6

Researching education needs for
different careers can also be important.

Understanding pathways to different career fields will be important for their planning. Civics, technology, and
English are critical skills in this planning because knowledge of each will help them in the future.
449
Slide 7

Possible civics topics:
Local economy
Local jobs
Career paths
Education system
International economy

These are broad civics topics that will need to be made specific in a series of lessons; each of these can be part
of a very student-centered approach to CBI. Can participants think of other related topics?
Slide 8

Possible technology skills:
Internet searches:
Economy local or internation
Job postings
Job requirements
Universities
Trade skills

These are just some useful technology skills that lend themselves to this topic.
Slide 9
450

Word processing skills

Presentationskills
Surveys
Email
Social media

Here are a few more. Can participants think of other related topics?
Slide 10

English language:
Futuretense for planning

Modals have to, should, must, etc.
Vocabulary
Present tense for description
Reading, writing, speaking, listening skills

Many areas of English also fit in well with talking about vocational and life choices. Are there others?
451
Slide 11

What other topics and skills can you think of
that relate to this area?

Besides those already mentioned, or more specifically, what kinds of CBI topics (or specific objectives) can
participants think of?
Give participants a few minutes to meet with their triads, then elicit ideas.
Slide 12

Example Lesson Plan 1 is presented in Handout 6. This will provide an example of a CBI lesson on Vocational
and Life Choices using student-centered activities. Ask teachers to examine especially how materials align with
and support activities. Remind them also to identify classroom language which may need additional focus.
452
Slide 13
Objective:
After reading about, writing about, and

discussing their interests and possible jobs,
students will be able to create a table in a
document to present the interests and job
choices of their group.

Ask participants to identify the areas of learning in each content area in this objective. Then ask them how it is
student-centered.
Slide 14

Learning Needs:
Civics:
Students will learn to connect their personal lives
to vocational opportunities.
ICT:
Students will learn to create a table in a
document, managing columns, rows, and formats
to present information.

Ask participants if these learning needs support the objective. Are these areas that the students will interested in
learning about?
453
Slide 15

Learning Needs:
English:
Students will learn to use new vocabulary to
describe their interests and jobs.
Students will follow instructions for reading,

writing, working with a group, and presenting
their ideas in a document.

Ask teachers whether these learning needs align with the objective. Remind teachers that it is important to
monitor classroom language because there may be additional learning needs in this area. The English teacher
may need to provide ongoing assistance with classroom language.
Slide 16
Materials:
Warm up Interests (Handout A)

Questions on Interests (Handout B)
List of Career Fields (Handout C)
Overview of Career Fields (Handout D)
Example Table (Handout E)

These example materials are included with the lesson plan handout and provide students support for their
learning in each activity. Ask participants to examine these closely in the course of the lesson to determine
whether teachers created them, or whether they used or adapted existing materials.
454
Slide 17

Activities:
Civics:
Discuss interests and review career fields and
jobs.
ICT:
Create a table in a document to present
information.
English:
Summarize ideas and use new vocabulary.

This list of activities is set up to meet students learning needs and provide steps toward achieving the objective.
Well see how well the sequencing does this. Ask if the activities will engage students and why.
Slide 18

Assessment:
Studentswill create a table in a document to

summarize their interests and career fields.

This assessment will reflect civics content with technology as a means of demonstrating learning in English.
Tell participants that they will see how the assessment will give them information about whether students have
met the objective as they examine the sequence of activities.
455
Slide 19

Warm up:
Civics teacher:
Ask students to list their interests using

Handout A and then to share with a
partner.

This is a basic warm up question with a basic organizer. It is designed to be student-centered to get students
thinking about themselves as an easy lead in to the topic of their own future life choices. Refer participants to
Handout A and ask if it is a good supporting material. What are some other options to support this activity?
Slide 20

Activity 1:
English teacher:
Students should interview a partner using

the interest worksheet in Handout B.
Assist with vocabulary.

How does this build on the warm up activity? How do participants think the teacher may develop a Handout
similar to Handout B? Does this represent a step forward to the objective? What other supports might students
need for this activity?
10
456
Slide 21

Activity 2:
Civics teacher:
After completing the worksheet, choose the
best career area from the list in Handout C.
Based on student choices, job profiles in

Handout D are distributed. Group students
by interest.

The Civics teacher may need assistance from the English teacher and ICT teacher as students work through the
list of fields in Handout C. What additional materials might be useful to support this activity?
Once students have selected a field, they will join other students who have selected the same field, and receive
the handout for that field (See Handout D).
Slide 22

Activity 3:
Civics teacher:
Students review the jobs in their area of Handout D. In
their group, they should write what they know about
the jobs.
English teacher:
Review use of general present tense: Farmers grow
food.
Assist students with vocabulary and sentence
formation.

Before starting the group work, the English teacher will review the tense and sentence structure needed for the
activity. Because each group will have its own handout, teachers will need to circulate and assist groups with
vocabulary, and possibly with ideas.
11
457
Ask participants to review Handout D in the lesson plan and discuss the design. What supports are built in
(some answers: pictures to support job titles, simple space for sentences about the jobs, sentence stems for their
own statements about why they might like a job).
Slide 23

Activity 4 :
ICT teacher:
Demonstrate creation of a table in a new document.

Make sure students save their document.
Show them how to navigate rows and columns, and

format the table with colors and fonts.
Students then use the table in Handout E as a model

to create a table in a document presenting their
interests and job and reasons for choosing it.

This activity will consolidate students earlier work, summarizing their ideas about jobs and their interests.
Ask participants they see the very small step between Handouts D and E. Ask them if the model table in
Handout E is useful. What else could be added or done to support students? (One box could be filled in; the
ICT teacher could create a table and use one group as a model for completing the exercise).
Slide 24

Activity 4 :
Civics and English teachers:
One table should summarize the interests of each

group member, with one row per student.

12
458
They will stay in the same group, and use the new technology skill to summarize each group members
statements about the job in a table.
Slide 25
Teachers may need to answer final questions and assist as they turn in their final work. The handouts will show
their progress and identify strengths and weaknesses in skill areas. Ask teachers if other supporting materials
would be useful to identify whether students achieved the objective.
Slide 26

Closure:
Collect
papers and help students print or submit
documents electronically.
Iftime allows, ask students to share something

they learned about themselves.

13
459
Slide 27
Lesson Plan Example 1-

Discussion
How well did the materials support objectives

and activities?
How were activities student-centered and

cooperative?
How did the CBI model work?

Ask participants to discuss the questions and whether the materials supported the activities. What would they
add?
Slide 28

Example Lesson Plan 2 is presented in Handout 7. This will provide another example of a CBI lesson on
Vocational and Life Choices using student-centered activities. Ask teachers to examine especially how
materials align with and support activities. Remind them also to identify classroom language which may need
additional focus.
14
460
Slide 29

Objective:
Students will be able to use new vocabulary

to read and summarize an article about the
economy and jobs in Georgia by creating a
table in a document. They will also be able
to use a website to sort current job listings
into economic sectors.

student-centered.
Slide 30

Learning needs:
Civics:
Students will learn about the national
economy and jobs.
ICT:
document, managing columns, rows, and
formats to present information.

Ask participants if these learning needs support the objective. Are these areas that the students will interested in
learning about?
15
461
Slide 31

Learning needs:
English:
read and summarize an article about jobs in
Georgia and to sort current job
announcements.

Slide 32

Materials:
Warm up Question (Handout A)

Vocabulary List (Handout B)
Article (Handout C)
Table (Handout D)

whether teachers created them, or whether they used or adapted existing materials.
16
462
Slide 33

Activities:
Civics:
Read an article about the economy and
employment. Review current job listings.
ICT:
Create a table in a document and add
information. Use a website to find
information.
English:
Practice vocabulary in context.

Well see how well the sequencing does this. Ask if the activities will engage students and why.
Slide 34

Assessment:
Students will summarize economic and

employment information and present their
summary in a table created in a document;
they will use a website to research current job
listings and sort them into the correct
category in the table.

17
463
Slide 35

Warm up:
Civics teacher:
Ask students to talk to a partner for 2 minutes
about what they know about jobs in Georgia
and make notes about their ideas on
Handout A.
Ask for pairs to share ideas.

Ask participants how this activity provides information on students starting point in the skills and knowledge
needed to meet the objective. Refer them to the Lesson Plans Handout A; is this a useful material to include?
Why or why not?
Slide 36

Activity 1:
English teacher
Go over vocabulary in Handout B.

This list is set up to align with the subsequent article, and created by the teacher for this purpose, as a direct
support for the next step in the lesson.
18
464
Slide 37

Activity 2:
Civics teacher:
Ask students to work with a partner to read the
article in Handout C.
English teacher:
Each partner should take turns reading a
sentence and checking vocabulary.

Walk around to help students with difficulties

Ask teachers if the article in Handout C is well adapted. How could they adapt it further to ensure that civics
information is accessible due to appropriate language. (Some may suggest simplifying the language; others
may suggest adding more information).
Slide 38

Activity 3:
ICT teacher:
Demonstratecreation of a table in a new

document. Make sure students save their
document.
Show them how to navigate rows and

columns, and format the table with colors
and fonts.

What additional materials might be useful to support this area of skill development. (Possible written
instructions for creating a table). Remind teachers that additional classroom language might be needed to
support this instructional activity.
19
465
Slide 39

Activity 3:
Studentsthen use the table in Handout D as a

model to create a table in a document
summarizing their reading.
They should leave the last column blank.

How does Handout D provide support for students? (Possible answers: they can focus on the technology skill
without having to plan what to include in the table; they can then focus on inserting key information from the
reading).
Slide 40

Activity 4:
ICT teacher:
After students finish, show them how to open a web
browser to the jobs in Georgia site.
Civics teacher:
Ask students to sort the job listings and add them
to the row of the sector in which they fit.
These are examples of current jobs in each sector.
As time allows, ask pairs to share what jobs they

found.
Ask teachers how the English teacher can provide additional support for these activities.
All teachers will need to circulate to assist students as they sort these real life job listings into the sectors of the
Georgian economy.
20
466
Slide 41

Assessment:
Collectthe document with table (based on

Handout D). The table will show summary of the
information in the article, use of new
vocabulary, and understanding of the sectors
based on job examples.

Ask participants how well the handout provides feedback on all three content areas of the objective.
Slide 42

Closure:
Students submit their documents. If there is

time, they can discuss questions and interest in
current jobs.

Additional discussion by students can serve the purpose of extending learning and possibly even providing
teachers with ideas for future lessons.
21
467
Slide 43

and activities?

cooperative?

Ask participants to discuss the lesson in their triads, and after 10-15 minutes, to share with the class.
Slide 44
If time permits, ask participants to think about what type of vocational or life skills objective would work for
their students, and how they could develop activities and materials to support the objective. How, specifically,
can the materials provide steps toward meeting the objective?
If time is short, tell participants that these are key questions for consideration in their lesson planning session in
the next hour.
22
468
Slide 45
Conclusion
Handout 8 contains resources for planning.

Tell participants that they can use these additional resources in their lesson planning, along with the Example
Lesson Plans just reviewed, but that are many, many other approaches to life and career planning.
23
469
470
Module 4 Handout 5
Presentation 2
Slide 1 ___________________________________
___________________________________
___________________________________
through English Language (CTEL) Program
Georgetown University
School of Continuing Studies
English Language Center
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________

Part
of civic education is preparing
___________________________________
students for future decisions.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 3 ___________________________________

Thinking
about their interests and skills is a ___________________________________
good way to start.
___________________________________

___________________________________
___________________________________
471
___________________________________
Slide 4 ___________________________________

Reading about careers that match their
___________________________________
interests is another good activity.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________

Learning
about the Georgian economy
___________________________________
can help them to identify good jobs.
___________________________________

___________________________________
___________________________________
___________________________________
472
Slide 6 ___________________________________

Researching education needs for
___________________________________
different careers can also be important.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________

Possible civics topics:
___________________________________
Local economy
Local jobs
Career paths ___________________________________
Education system
International economy

___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________

Possible technology skills: ___________________________________
Internet searches:
Economy local or internation
Job postings
Job requirements
___________________________________
Universities
Trade skills

___________________________________
___________________________________
___________________________________
473
Slide 9 ___________________________________

___________________________________
Word processing skills
Presentationskills
Surveys ___________________________________
Email
Social media

___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________

English language:
___________________________________
Futuretense for planning
Modals have to, should, must, etc.
Vocabulary ___________________________________
Present tense for description
Reading, writing, speaking, listening skills

___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________

What other topics and skills can you think of ___________________________________
that relate to this area?
___________________________________

___________________________________
___________________________________
___________________________________
474
Slide 12 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
Slide 13 ___________________________________
Objective:
___________________________________
After reading about, writing about, and
discussing their interests and possible jobs,
students will be able to create a table in a
document to present the interests and job
___________________________________

___________________________________
___________________________________
___________________________________
Slide 14 ___________________________________
Learning Needs:
Civics: ___________________________________
Students will learn to connect their personal lives
to vocational opportunities.
ICT:
___________________________________
document, managing columns, rows, and formats
to present information.

___________________________________
___________________________________
___________________________________
475
Slide 15 ___________________________________
Learning Needs:
___________________________________
English:
describe their interests and jobs.

___________________________________

___________________________________
___________________________________
___________________________________
Slide 16 ___________________________________
Materials:
___________________________________
Overview of Career Fields (Handout D) ___________________________________

___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
Activities:
Civics:
___________________________________
Discuss interests and review career fields and
jobs.
ICT:
Create a table in a document to present
information.
___________________________________
English:
Summarize ideas and use new vocabulary.

___________________________________
___________________________________
___________________________________
476
Slide 18 ___________________________________
Assessment:
___________________________________
Students
will create a table in a document to
summarize their interests and career fields.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 19 ___________________________________
Warm up:
___________________________________
Civics teacher:
Ask students to list their interests using

Handout A and then to share with a
partner.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________
Activity 1:
___________________________________
English teacher:
Students should interview a partner using

the interest worksheet in Handout B. ___________________________________

___________________________________
___________________________________
___________________________________
477
Slide 21 ___________________________________
Activity 2:
___________________________________
Civics teacher:
After completing the worksheet, choose the
best career area from the list in Handout C.
Based on student choices, job profiles in ___________________________________

Handout D are distributed. Group students
by interest.

___________________________________
___________________________________
___________________________________
Slide 22 ___________________________________
Activity 3:
Civics teacher:
Students review the jobs in their area of Handout D. In
___________________________________
their group, they should write what they know about
the jobs.
English teacher:
Review use of general present tense: Farmers grow
___________________________________
food.
Assist students with vocabulary and sentence
formation.

___________________________________
___________________________________
___________________________________
Slide 23 ___________________________________
Activity 4 :
ICT teacher:
___________________________________
Demonstrate creation of a table in a new document.
Make sure students save their document.
Show them how to navigate rows and columns, and

format the table with colors and fonts.
___________________________________
Students then use the table in Handout E as a model
to create a table in a document presenting their
interests and job and reasons for choosing it.

___________________________________
___________________________________
___________________________________
478
Slide 24 ___________________________________
Activity 4 :

___________________________________
One table should summarize the interests of each
group member, with one row per student.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 25 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 26 ___________________________________
Closure:
Collect
papers and help students print or submit
___________________________________
documents electronically.
Iftime allows, ask students to share something

they learned about themselves. ___________________________________

___________________________________
___________________________________
___________________________________
479
Slide 27 ___________________________________
Lesson Plan Example 1-
Discussion

___________________________________
and activities?

cooperative? ___________________________________

___________________________________
___________________________________
___________________________________
Slide 28 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
Slide 29 ___________________________________
Objective:
Students will be able to use new vocabulary

___________________________________
to read and summarize an article about the
economy and jobs in Georgia by creating a
table in a document. They will also be able
to use a website to sort current job listings
into economic sectors.
___________________________________

___________________________________
___________________________________
___________________________________
10
480
Slide 30 ___________________________________
Learning needs:
Civics:
___________________________________
Students will learn about the national
economy and jobs.
ICT:
Students will learn to create a table in a ___________________________________
document, managing columns, rows, and
formats to present information.

___________________________________
___________________________________
___________________________________
Slide 31 ___________________________________
Learning needs:
English:
___________________________________
read and summarize an article about jobs in
Georgia and to sort current job
announcements. ___________________________________

___________________________________
___________________________________
___________________________________
Slide 32 ___________________________________
Materials:

___________________________________
Article (Handout C)
Table (Handout D)
___________________________________

___________________________________
___________________________________
___________________________________
11
481
Slide 33 ___________________________________
Activities:
Civics:
Read an article about the economy and ___________________________________
employment. Review current job listings.
ICT:
Create a table in a document and add
information. Use a website to find
information. ___________________________________
English:
Practice vocabulary in context.

___________________________________
___________________________________
___________________________________
Slide 34 ___________________________________
Assessment:
Students will summarize economic and ___________________________________

employment information and present their
summary in a table created in a document;
they will use a website to research current job
listings and sort them into the correct
category in the table. ___________________________________

___________________________________
___________________________________
___________________________________
Slide 35 ___________________________________
Warm up:
Civics teacher: ___________________________________

Ask students to talk to a partner for 2 minutes
about what they know about jobs in Georgia
and make notes about their ideas on
Handout A.
___________________________________
Ask for pairs to share ideas.

___________________________________
___________________________________
___________________________________
12
482
Slide 36 ___________________________________
Activity 1:
English teacher ___________________________________

Go over vocabulary in Handout B.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 37 ___________________________________
Activity 2:
Civics teacher:
Ask students to work with a partner to read the
___________________________________
article in Handout C.
English teacher:
Each partner should take turns reading a
sentence and checking vocabulary. ___________________________________
Walk around to help students with difficulties

___________________________________
___________________________________
___________________________________
Slide 38 ___________________________________
Activity 3:
ICT teacher: ___________________________________

Demonstratecreation of a table in a new
document. Make sure students save their
document.
Show them how to navigate rows and

___________________________________
columns, and format the table with colors
and fonts.

___________________________________
___________________________________
___________________________________
13
483
Slide 39 ___________________________________
Activity 3:
Civics and English teachers: ___________________________________

Studentsthen use the table in Handout D as a
model to create a table in a document
summarizing their reading.
___________________________________
They should leave the last column blank.

___________________________________
___________________________________
___________________________________
Slide 40 ___________________________________
Activity 4:
ICT teacher:
After students finish, show them how to open a web
browser to the jobs in Georgia site.
___________________________________
Civics teacher:
Ask students to sort the job listings and add them
to the row of the sector in which they fit.
These are examples of current jobs in each sector.

___________________________________
As time allows, ask pairs to share what jobs they
found.
___________________________________
___________________________________
___________________________________
Slide 41 ___________________________________
Assessment:
Collect the document with table (based on ___________________________________

Handout D). The table will show summary of the
information in the article, use of new
vocabulary, and understanding of the sectors
based on job examples.
___________________________________

___________________________________
___________________________________
___________________________________
14
484
Slide 42 ___________________________________
Closure:
Students submit their documents. If there is ___________________________________

time, they can discuss questions and interest in
current jobs.
___________________________________

___________________________________
___________________________________
___________________________________
Slide 43 ___________________________________
and activities?
___________________________________
cooperative?
___________________________________

___________________________________
___________________________________
___________________________________
Slide 44 ___________________________________
Discussion and Planning

Determine a vocational/life skills objective
___________________________________
appropriate for your level of student.
What content and language knowledge and

skills will be required?
___________________________________
How can you design activities and materials?
How will you measure the attainment of the

objective?
___________________________________
___________________________________
___________________________________
___________________________________
15
485
Slide 45 ___________________________________
Conclusion
Handout 8 contains resources for planning. ___________________________________

___________________________________

___________________________________
___________________________________
___________________________________
16
486
Module 4 Handout 6
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
After reading about, writing about, and discussing their interests and possible jobs,
students will be able to create a table in a document to present the interests and job
Learning needs:
Civics: Students will learn to connect their personal lives to vocational

opportunities.
ICT: Students will learn to create a table in a document, managing columns,

rows, and formats to present information.
English: Students will learn to use new vocabulary to describe their interests and
jobs.
Students will follow instructions for reading, writing, working with a

group, and presenting their ideas in a document.
Materials:

Overview of Career Fields (Handout D)
487
Activities:
Civics: Discuss interests and review career fields and jobs.
ICT: Create a table in a document to present information.
English: Summarize ideas and use new vocabulary.
Assessment: Students will create a table in a document to summarize their interests and
career fields.
488
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: After reading about, writing about, and discussing their interests and possible jobs,
students will be able to create a table in a document to present the interests and job choices of
their group.
needed
Warm up: Civics teacher: 5 minutes List
Civics Ask students to list their
interests using Handout Interests
A and then to share with
a partner. Share with a partner
Activity 1: English English teacher: 10 minutes Interview a partner

Students should
interview a partner using Worksheet
the interest worksheet in
Handout B.
Activity 2: Civics Civics teacher: 5 minutes After completing

After completing the
worksheet, choose the Worksheet
best career area from the
list in Handout C. Choose
Based on student
choices, job profiles in
Handout D are
distributed. Group
students by interest.
Activity 3: Civics, Civics teacher: 15 minutes Review

English Students review the jobs
489
in their area of Handout What do you know

D. In their group, they
should write what they
know about the jobs.
Visit groups to assist

with ideas.
English teacher:
Review use of general
present tense: Farmers
grow food.
Assist students with

vocabulary and sentence
formation.
Activity 4: Civics, ICT teacher: 15 minutes Create a document.

ICT, English Demonstrate creation of Create a table.
a table in a new Add rows.
document. Make sure Add columns.
students save their Save document.
document.
Formatting:
Show them how to Lines
navigate rows and Shading
columns, and format the Fonts
table with colors and
fonts.
Students then use the Fill in information

table in Handout E as a
model to create a table
in a document
presenting their interests
and job and reasons for
choosing it.
Civics and English

teachers:
One table should
summarize the interests
of each group member,
with one row per
student.
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Assessment Students turn in their

document with the table,
and their Handouts B
and D.
Tables will show how

well they summarized
the information from
Handouts B and D, how
well they used
vocabulary, and how
well they designed their
table.
Closure Collect papers and help

students print or submit
documents
electronically.
If time allows, ask

students to share
something they learned
about themselves.
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Example Lesson 1 Handout A
My
interests
492
Handout B
1. What do you like to do at school?
2. What do you like to do at home?
3. Do you like to work inside or outside?
4. Do you like to work alone or with other people?
5. Do you like the city or the country?
6. Do you like animals or machines?
7. Do you like to travel?
Adapted from http://breitlinks.com/careers/career_pdfs/CareerActivitiesBook.pdf
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Example Lesson 1
Handout C
List of Career Areas
1. Agriculture
2. Arts
3. Business
4. Construction
5. Education
6. Health
7. Tourism
8. Computers
9. Law
10. Transportation
11. Government
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SAMPLE LESSON 1 HANDOUT D
INDIVIDUAL CAREER AREAS
1. AGRICULTURE
Job What does he/she do?
Farmer
Veterinarian
Technical expert
Why?
I want to be ________________ because ______________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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2. ARTS
Writer
Photographer
Television or radio
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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3. BUSINESS
Accountant
Secretary
Businessman/busines
swoman
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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4. CONSTRUCTION
Roofer
Electrician
Plumber
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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5. EDUCATION

Teacher
Coach
Librarian
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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6. HEALTH
Nurse
Pharmacist
Dentist
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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7. TOURISM
Chef
Hotel manager
Tour guide
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
501
8. COMPUTERS
Webmaster
Computer
programmer
Technician
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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9. LAW
Fire fighter
Police officer
lawyer
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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10. TRANSPORTATION
Ship captain
Auto mechanic
Airline pilot
Why?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
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11. GOVERNMENT
Manager
Diplomat
Postal worker
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Handout E
My interests Career Area Job Why?

Student 1:
Student 2:
Student 3:
Student 4:
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Module 4 Handout 7
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will be able to use new vocabulary to read and summarize an article about the
economy and jobs in Georgia by creating a table in a document. They will also be able to
use a website to sort current job listings into economic sectors.
Learning needs:
Civics: Students will learn about the national economy and jobs.
ICT: Students will learn to create a table in a document, managing columns,

rows, and formats to present information.
English: Students will learn to use new vocabulary to read and summarize an article
about jobs in Georgia and to sort current job announcements.
Students will follow instructions for reading, writing, working with a

group, and presenting their ideas in a document.
Materials:

Article (Handout C)
Table (Handout D)
Activities:
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Civics: Read an article about the economy and employment. Review current job
listings.
ICT: Create a table in a document and add information. Use a website to find
information.
English: Practice vocabulary in context.
Assessment: Students will summarize economic and employment information and

present their summary in a table created in a document; they will use a
website to research current job listings and sort them into the correct
category in the table.
508
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will be able to use new vocabulary to read and summarize an article
about the economy and jobs in Georgia by creating a table in a document. They will also be
able to use a website to sort current job listings into economic sectors.

needed
Warm up: Civics teacher: 10 minutes Jobs
Civics Ask students to talk to a
partner for 2 minutes Partner
about what they know
about jobs in Georgia
and make notes about
their ideas on Handout
A.
Ask for pairs to share

ideas.
Activity 1: English English teacher: 10 minutes Vocabulary

Go over vocabulary in Pictures
Handout B.
Activity 2: Civics, Civics teacher: 10 minutes Work with a partner

English Ask students to work
with a partner to read
the article in Handout C.
English teacher:
Each partner should take
turns reading a sentence
and checking
vocabulary.
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teachers:
Walk around to help
students with difficulties
Activity 3: ICT teacher: 15 minutes Open a document

Demonstrate creation of Save your document
Civics, ICT, English a table in a new
document. Make sure Create a table
students save their
document. Add rows
Add columns
Show them how to
navigate rows and Formatting:
columns, and format the Lines
table with colors and Shading
fonts. Fonts
Civics and English

teachers:
Students then use the Fill in information
table in Handout D as a from article.
model to create a table
in a document
summarizing their
reading.
They should leave the

last column blank.
Activity 4: Civics, ICT teacher: 10 minutes Web browser

ICT, English After students finish,
show them how to open Listing
a web browser to the
jobs in Georgia site. Read
Civics teacher: Sort

Ask students to sort
the job listings and add Add to table
them to the row of the
sector in which they fit.
These are examples of

current jobs in each
sector.
510
As time allows, ask

pairs to share what jobs
they found.
Assessment Collect the document

with table (based on
Handout D). The table
will show summary of
the information in the
article, use of new
vocabulary, and
understanding of the
sectors based on job
examples.
Closure Students submit their 5 minutes

documents. If there is
time, they can discuss
questions and interest in
current jobs.
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Handout A
What kinds of jobs do you know about in Georgia?
512
Handout B
Vocabulary
Economy
Jobs
Agriculture
Beverages
Hazelnuts
Citrus fruits
Services
Tourism
Banking
Trade
Shipping
Industry
machinery
chemicals
mining
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Handout C
Employment in Georgia
Georgia's economy and jobs rely mainly on agriculture, industry, and service sectors. More than
half of Georgias jobs (55.6%) are in agriculture. Agricultural products include grapes, citrus
fruits, and hazelnuts. Services include 35.5% of workers. Services in Georgia include trade,
shipping, banking, and tourism. Industry has 8.9% of jobs. Industry includes mining, beverages,
metals, tools, machinery, and chemicals. There are big companies and small businesses in
industry. Tourism, agriculture, energy, infrastructure, and manufacturing are growing.
Learning English and getting a good education is important for finding a good job. Many jobs
are listed in English. Recent jobs listed in Georgia included trade, banking, chemicals, and
tourism. To see new jobs, see http://www.jobs.ge/eng/
Adapted from:
http://www.worldbank.org/en/news/feature/2015/01/12/the-jobs-challenge-in-the-south-
caucasus---georgia
https://theodora.com/wfbcurrent/georgia/georgia_economy.html
http://www.jobs.ge/eng/
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Handout D
Economy and Jobs Table
Sector % Employed Types of work Examples of current

jobs from
http://www.jobs.ge/eng/
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Module 4 Handout 8
Civics Education Resources
Boggles World. Jobs and Occupations Vocabulary, Worksheets, and Teaching Activities.
Retrieved from http://bogglesworldesl.com/kids_worksheets/jobs.htm . This site contains
numerous lessons for young learners.
EducationPlanner.Org. Career Planning. Retrieved from

http://www.educationplanner.org/students/career-planning/find-careers/index.shtml. This site
has an interest inventory with suggested careers and then links to additional research. While the
research focuses on the U.S. (job outlook, universities) this can be a basis for exploring parallels
in Georgia.
ESL Flow. Jobs and Career Lessons. Retrieved from

http://www.eslflow.com/jobandcareerlessonplans.html . This site contains links to a number of
lesson plans and additional resource sites, with worksheets ranging from basic to advanced.
ESL Galaxy. Topic/theme lesson packs: Jobs and occupations worksheets. Retrieved from
http://www.esl-galaxy.com/themesheets.html . These materials contain basic worksheets on job
related themes.
ESL Kid Stuff. Lesson Plan Helper: Jobs. Retrieved from

http://www.eslkidstuff.com/LessonPlanHelperKWResults.php?keywords=jobs . This site has
numerous visuals and games for young learners.
ESL Media Lab. Beginner videos: Occupations. Retrieved from

http://www.englishmedialab.com/beginnervideos/occupations/occupations.html . This video
presents basic jobs vocabulary and is appropriate for basic or elementary learners.
ESL Tower. Vocabsheets: Jobs. Retrieved from

http://www.esltower.com/VOCABSHEETS/jobs/jobs.html This site contains games and
worksheets related to job vocabulary.
Henry, M. Les mtiers/Jobs. Retrieved from http://www.michellehenry.fr/job.htm . This site

collects a number of different job resources, from articles on different types of jobs to puzzles
practicing vocabulary. Most content is in English although the author is French.
You Tube. English for Kids ESL Kids Lessons Jobs What do you do. Retrieved from
https://www.youtube.com/watch?v=bM2o98nat9g . This video contains simple job sentences
containing the verb to be as well as action verbs related to basic jobs.
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Resources from Boggles World
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http://bogglesworldesl.com/kids_worksheets/jobs.htm
519
Resources from Bogglesworld ESL
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522
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524
525
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11
527
12
528
13
529
14
530
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531
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http://www.ccsf.edu/Services/CTE/ove/OISCurriculum2.pdf
26
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Resources from Le Metier/Jobs
Useful Vocabulary
accountant(s) baker(s) barber(s)
barman (barmen) builder(s) butcher(s)
carpenter(s) cashier(s) chambermaid(s)
chef(s) cleaner(s) dentist(s)
doctor(s) electrician(s) engineer(s)
27
543
fireman (firemen) fishmonger(s) flight attendant(s)
hairdresser(s) judge(s) lawyer(s)
nurse(s) optician(s) painter(s)
photographer(s) plumber(s) policeman (policemen)
post[wo]man
porter(s) receptionist(s)
(post[wo]men)
reporter(s) sales assistant(s) sales representative(s)
28
544
scientist(s) secretary (secretaries) surgeon(s)
tailor(s) teacher(s) technician(s)
vet(s) waiter(s) welder(s)

Work - What do they do? Where do they work?
Job What do they do? Where do they work?
Look after the finances in an

Accountants They work in an office.
organisastion.
Bakers Bake bread. They work in a bakery.
Shave men's beards and cut men's

Barbers They work in a barber shop.
hair.
They work in a bar, pub or

Barmen/women Serve drinks.
restaurant.
They work in a butchers

Butchers Prepare and sell meat.
shop.
Chambermaids Clean and tidy rooms. They work in a hotel.
Chefs Prepare and cook food. They work in a kitchen.
They work in a dentists

Dentists Look after people's teeth.
office.
They work in a hospital or

Doctors Look after people's health.
surgery.
Fishmongers Prepare and sell fish. They work in a market.
Flight attendants Look after passengers. They work in an airplane.
29
545
Hair dressers Cut and style people's hair. They work in a hair salon.
Judges Judge and sentence people. They work in a law court.
They work in a law court and

Lawyers Defend and prosecute people.
in a lawyers office.
They work in a hospital or

Nurses Look after patients.
doctor's office.
They work in an opticians

Opticians Look after people's eye sight.
office.
Carry other people's bags and They work in a hotel or train

Porters
luggage. station.
Receptionists Meet and greet visitors. They work in reception.
Sales Assistants Sell goods and look after customers. They work in a shop.
Arrange appointments, type letters

Secretaries They work in an office.
and organise meetings.
Surgeons Operate on people who are sick. They work in a hospital.
Design, make, alter or repair They work in factories and

Tailors
garments, shops.
Teachers Teach people. They work in a school.
Organise and repair technical

Technicians They work everywhere!
equipment.
They work in a veterinary

Vets Look after people's animals.
office.
Waiters/Waitresses Serve people food and drink. They work in a restaurant.
They work in factories and

Welders Weld metal to make things.
construction.
http://www.learnenglish.de. In association with the Learn English Network.
30
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Resources from ESL Galaxy
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35
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Module 4 Handout 9
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Learning needs:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Materials:
Activities:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Assessment:
555
556
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:

needed
Warm up:
English
(Background
knowledge and
language)
Activity 1: Civics,
ICT, or English
Activity 2: Civics,
ICT, or English
Activity 3: Civics,
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ICT, or English
Activity 4: Civics,
ICT, or English
Assessment:
Closure:
558
Module 4 Handout 10
1. How well do materials support objectives and activities?
559
560
MODULE 5: OBJECTIVES AND ASSESSMENT

Students
1 Practices from Module 4. class lesson plans with a partner or group from the
what theyd like to change next time.
photo of this list)

practices.
Hour Introduction to Introduction to Objectives and Assessment.
2 Objectives and Use presentation to introduce the concepts Handout
Assessment 1 is handout of the presentation.
Handout 1 Please see Handout 1 Instructor Version for lecture

Handout 2 notes.
Handout 3 Slide 12 refers to a list of sample performance
Handout 4 assessments for CBI in Handout 2. These will show
teachers whether students have mastered an objective
and can be modified or expanded to include any kind
of content. Ask teachers to review the list in their
triads. They should discuss how a few of these work
with their content areas; ask for ideas for additional
assessments.
Slide 13 shows the instructional cycle, how planning

starts with student needs, proceeds through a lesson,
with an assessment and a reflection; it is worth
highlighting that the teachers should reflect on results
of that lesson before resuming their planning so that
the next lesson can be based on the results of the
assessment do students need more practice on a
point of technology, an area of language, a civics
topic, etc., and what a logical continuation point
would be.
Slide 19 shows an analytic rubric with evaluation

criteria for each content area as it is involved in the
assessment. As they have done in previous modules,
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the assessment part of the lesson should demonstrate

mastery of all three areas; the rubric makes explicit
the expectations for each of these, and each content
area teacher will be able to outline what students
should be able to do to show that theyve met the
objective.
Slide 21 refers to Handout 3 with an alternate rubric,

a checklist. This might be an easier format for
participants to use, particularly in presentations. Give
them time to review this format before moving on.
The analytic rubric is also repeated on that handout so
participants can compare them.
Handout 4 (referenced in Slide 22) provides a blank

template for the participant exercise referenced in
powerpoint.
Hour Introduction to Civic Use Powerpoint to provide an overview of the CTEL Civic
3 Education Topic 5: Education Topic 5: Volunteerism.
Volunteerism
Handout 5 Handout 5 provides a copy of the presentation.
Handout 6
Handout 7 Please see Handout 5 Instructor Version for lecture notes.
Handout 8
Handouts 6 and 7 provide lesson plans, as presented in the
lessons.

language.
As you progress through each lesson plan, ask participants

how the assessment supports the objective.

covered so far CBI and student-centered instruction and
cooperative learning, objectives and materials, and
assessment. These are a way to reflect and consolidate the
models. Participants can discuss in their triads.
562

Handout 8 provides resources in the area of Volunteerism.

Participants can use these resources or their own ideas for
lesson planning/microteaching or for future reference.
Hour Lesson Planning
4 Workshop Ask participants to use the lesson plan template (Handout 9)
Handout 8 to design a 20-minute lesson to present to their peers.
Handout 9


to their peers.

of the class.
observations.

Ask for peer feedback: How did the teacher incorporate CBI,
student-centeredness, classroom management, objectives and
materials development and feedback into the lesson plan?
563

and observe.
Wrap up:
to try an objectives-based, student-centered CBI lesson with
supporting materials and write a reflection for their
portfolios. Let them know that when you visit, youd like to
observe them and will provide feedback.
Post-departure:
Conclusion of workshops/final comments.
564
Module 5 Handout 1
Presentation 1
Slide 1
CTEL MODULE 5:
OBJECTIVES AND ASSESSMENT

This weeks module focuses on objectives, and their direct linkage to assessment, the outcome of lessons.
Slide 2
OBJECTIVES
Objectives are the key to a good lesson.
Objectives determine what students will

learn and be able to do by the end of the
lesson.

Objectives provide the framework for your lesson. This is why they have been a focus throughout these
modules. Ask participants how they have been important in their planning so far.
565
Slide 3
OBJECTIVES
Objectives should be written so that

students and teachers know if students
meet the objective.

The purpose of an objective is twofold. First, it clarifies for teachers what they want to accomplish in a lesson
and provides a road map for development of activities. For students, it provides a sense of enhanced
participation and confidence in and responsibility for their learning. After all, they are not just in class to
attend, but they will be able to do something concrete with their learning.
Slide 4
OBJECTIVES
Good language is based on what teachers

can observe so that they know that students
have achieved the objective:
Students will be able to.

Verbs such as learn, review, understand are not specific or observable. How can we know if students
have met such a vague objective? If we know what students will be able to DO, at the end of a lesson, we will
know whether they have learned the material targeted by the lesson.
Slide 5
2
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OBJECTIVES
In CBI, objectives should show all three skill

areas: civics, technology, and English.
Students will develop a volunteer activity and

use descriptive language to design a flier to
inform people about it.

As we have seen in previous modules and in your own microteaching, objectives should reflect all three
elements of CBI. Ask for a few volunteers to read their objectives from Module 4s microteaching.
Slide 6
OBJECTIVES ASSESSMENT
With a clear objective, teachers can make

sure the assessment aligns with it so that
students achieve the objective through a
final activity.

A well-written objective provides a statement of what students will be able to do by the end of a lesson; the
assessment operationalizes that. Ask participants to look back at their lesson plans from the previous module
and talk within their triad about whether the objective and assessment line up. After a few minutes, ask groups
to share
Slide 7
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EFFECTIVE INSTRUCTION
Assessment can also help you to determine

how effective your instruction is in meeting
the objectives.

This is important feedback so that subsequent lessons can be adjusted in level and content. Ask participants
how they use the results of assessment in their classes.
Slide 8
Thats why every lesson should have an

activity toward the end that will show the
teacher evidence of student progress
toward the objectives.

If we do not look for evidence of what students can DO as a result of their learning, we will not know how
much or how little they have learned in any given class.
568
Slide 9
EVIDENCE THROUGH AUTHENTIC

PERFORMANCE ASSESSMENT
The best evidence involves student use of

the target structures, content, vocabulary,
and functions.
The way to gather this evidence is through

authentic performance assessment.

We want our students to be able to SHOW that they can read, write, speak, listen, and interact with each other
and the material to demonstrate their knowledge and skills.
Slide 10
AUTHENTIC PERFORMANCE ASSESSMENT
Authentic performance assessment means

students using the language to perform
a task.
Weve seen these in lesson plan examples

in previous workshops.

All of the activities we have seen in the example lesson plans have been authentic assessments students in
those plans are expected to produce a product showing meaningful communication in English to convey civics
understandings, using technology.
(Many of their lesson plans should have reflected these as well; if appropriate, ask for examples they have seen
in peers microteaching).
569
Slide 11
It can be presentations, writing

assignments, notetaking, graphic
organizers, pictures, role plays, and any
other activity which matches the objective.

We have seen MANY types of assessments. Ask for other examples.
Slide 12
Handout 2 contains a list of authentic

performance assessments useful for a CBI
language classroom.
What other kinds of performance

assessment can you think of?

Please refer participants to Handout 2. Ask them to meet with their triads and discuss the list of assessments,
perhaps discussing which could be useful for their classes. Ask them also to think of other kinds of
performance or authentic assessments. Give participants time for this task, 15-20 minutes due to the amount of
reading. More discussion of these will be useful, so elicit feedback from each group, asking for at least one that
they could use, and any additional ideas.
Slide 13
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ASSESSMENT AND THE INSTRUCTIONAL CYCLE
(Needs)
Assess
ment
Lesson Instructio
nal
planning objectives
Reflection
and review Lesson
of
objectives/ planning
methods
Assess
ment

Assessment is a key part of the planning cycle. Initially, assessing your students needs will help you to set
realistic objectives that turn the curriculum into realistic monthly, weekly, and daily lesson plan goals. Each
lesson (as we have seen) should have a specific objective. That objective will determine the lesson planning
with activities as steps toward achieving the objective. The assessment will determine how well students have
met the objective. The results of the assessment will provide important feedback for teachers to reflect on
how well students have learned material, whether more work on similar material (in one or all content areas) is
needed, and how to set objectives for subsequent lessons.
571
Slide 14
QUALITIES OF A GOOD ASSESSMENT
Lesson activities should be steps toward the

assessment.
If not, assessment does not really measure
student learning.

As we have been discussing and have seen in the sample lessons, activities should be steps toward achieving the
objective. Achieving the objective is measured by the assessment. If the assessment does not line up with the
objective and the activities, though, it is really not measuring student learning.
Slide 15
If your lesson included vocabulary,

comparisons, and presentations, your
assessment should include these as well.

All of your activities should flow from the objective and be evaluated in the assessment.
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Slide 16
The evaluation criteria should be clear to

students.
The best way to do this is to share your

grading scale in advance, with features
clearly outlined, in a rubric.

You can provide your rubric as a handout, project it, or post it on the board. When students know exactly what
they are expected to do, and it is clear, they will be understand the course objective more clearly.
Slide 17
ASSESSMENT RUBRICS
A good rubric will measure what was taught

including student skills in each CBI area.

This means that each teacher must know what he or she wants to see in the final activity in student performance.
Slide 18
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ASSESSMENT RUBRICS
For example, if the objective is that students

will create a well-designed Powerpoint
presentation for a tourism project with
information and pictures to describe
beaches using new vocabulary and present
tense verbs, the rubric will include these
points.

The rubric below will present this visually.
Slide 19
This is an example of an analytic rubric. Ask participants if this sets good performance levels in their area, and
elicit reactions and suggestions for improvement.
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Slide 20
ASSESSMENT RUBRICS
Let the performance determine the scoring.
For each row, assign a score.
Then, average the scores to determine the overall

score.
This is called an analytic rubric.

With a well-designed rubric, grading students is easy. Their performance will correspond to a clear score in
each category. An analytic rubric lets you average the scores (or total them, depending on the point system you
use). It will help each teacher to participate in the evaluation of his or her content area, and will familiarize
teachers with work in each others field. Initially teachers might want to evaluate only their part of the rubric,
so that grades, overall, are determined collaboratively.
Slide 21
ASSESSMENT RUBRICS
Analytic rubrics might be best for CBI so that each area

can be assessed separately.
A checklist rubric would also show student mastery of

each area.
Handout 3 contains a sample checklist rubric for the

same objective.

Handout 3 contains the rubric presented above, along with an alternate rubric, a checklist. This might be an
easier format for participants to use, particularly in presentations. Give them time to review this format before
moving on. Ask participants to compare the two types of rubrics and share their reactions.
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Slide 22
Working with their triads, participants should draft a rubric to set their desired level of performance. Handout 4
has a blank rubric that they can use. This will take some time, likely 15-20 minutes. As groups finish, ask them
to join other groups and share their work for feedback.
Tell participants that this is an activity they can and should include in todays lesson planning and that they will
see additional examples in the next hour.
Slide 23
CONCLUSION

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Tell participants that we will continue to focus on objectives and assessment in the next hour, through the civic
education topic of Volunteerism.
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Module 5
Module 5 Handout 1
Presentation 1
Slide 1 ___________________________________
CTEL MODULE 5: ___________________________________

OBJECTIVES AND ASSESSMENT
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
OBJECTIVES
___________________________________
Objectives are the key to a good lesson.
___________________________________
Objectives determine what students will
learn and be able to do by the end of the ___________________________________
lesson.
___________________________________
___________________________________
___________________________________
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Slide 3 ___________________________________
OBJECTIVES
___________________________________
Objectives should be written so that
students and teachers know if students ___________________________________
meet the objective.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
OBJECTIVES
___________________________________
Good language is based on what teachers
can observe so that they know that students ___________________________________
have achieved the objective:
___________________________________
Students will be able to.
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
OBJECTIVES
___________________________________
In CBI, objectives should show all three skill
areas: civics, technology, and English. ___________________________________
Students will develop a volunteer activity and ___________________________________

use descriptive language to design a flier to
inform people about it.
___________________________________
___________________________________
___________________________________
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Slide 6 ___________________________________
OBJECTIVES ASSESSMENT
___________________________________
With a clear objective, teachers can make
sure the assessment aligns with it so that ___________________________________
students achieve the objective through a
final activity.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 7 ___________________________________
Assessment can also help you to determine ___________________________________

how effective your instruction is in meeting
the objectives. ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
Thats why every lesson should have an ___________________________________

activity toward the end that will show the
teacher evidence of student progress ___________________________________
toward the objectives.
___________________________________
___________________________________
___________________________________
___________________________________
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Slide 9 ___________________________________
EVIDENCE THROUGH AUTHENTIC
PERFORMANCE ASSESSMENT
___________________________________
The best evidence involves student use of
the target structures, content, vocabulary, ___________________________________
and functions.
___________________________________
The way to gather this evidence is through
authentic performance assessment.
___________________________________
___________________________________
___________________________________
Slide 10 ___________________________________
___________________________________
Authentic performance assessment means
students using the language to perform ___________________________________
a task.
___________________________________
Weve seen these in lesson plan examples
in previous workshops.
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
It can be presentations, writing ___________________________________

assignments, notetaking, graphic
organizers, pictures, role plays, and any
___________________________________
other activity which matches the objective.
___________________________________
___________________________________
___________________________________
___________________________________
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Slide 12 ___________________________________
Handout 2 contains a list of authentic ___________________________________

performance assessments useful for a CBI
language classroom. ___________________________________
What other kinds of performance

___________________________________
assessment can you think of?
___________________________________
___________________________________
___________________________________
Slide 13 ASSESSMENT AND THE INSTRUCTIONAL CYCLE ___________________________________

(Needs)
Assess
ment
___________________________________
Lesson Instructio
nal
planning objectives ___________________________________
___________________________________
Reflection
and review Lesson
of
objectives/ planning
methods ___________________________________
Assess
ment
___________________________________
___________________________________
Slide 14 ___________________________________
___________________________________
Lesson activities should be steps toward the
assessment. ___________________________________
If not, assessment does not really measure
student learning.
___________________________________
___________________________________
___________________________________
___________________________________
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Slide 15 ___________________________________
___________________________________
If your lesson included vocabulary,
comparisons, and presentations, your ___________________________________
assessment should include these as well.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 16 ___________________________________
___________________________________
The evaluation criteria should be clear to
students. ___________________________________
The best way to do this is to share your ___________________________________

grading scale in advance, with features
clearly outlined, in a rubric.
___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
ASSESSMENT RUBRICS
___________________________________
A good rubric will measure what was taught ___________________________________

including student skills in each CBI area.
___________________________________
___________________________________
___________________________________
___________________________________
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Slide 18 ___________________________________
ASSESSMENT RUBRICS
For example, if the objective is that students ___________________________________

will create a well-designed Powerpoint
presentation for a tourism project with
___________________________________
information and pictures to describe
beaches using new vocabulary and present
tense verbs, the rubric will include these ___________________________________
points.
___________________________________
___________________________________
___________________________________
Slide 19 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________
ASSESSMENT RUBRICS
Let the performance determine the scoring. ___________________________________
For each row, assign a score.

___________________________________
Then, average the scores to determine the overall
score. ___________________________________
This is called an analytic rubric.

___________________________________
___________________________________
___________________________________
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Slide 21 ___________________________________
ASSESSMENT RUBRICS
___________________________________
Analytic rubrics might be best for CBI so that each area
can be assessed separately.
___________________________________
A checklist rubric would also show student mastery of
each area.
___________________________________
Handout 3 contains a sample checklist rubric for the
same objective.
___________________________________
___________________________________
___________________________________
Slide 22 ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23 ___________________________________
CONCLUSION
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
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Module 5
Handout 2
OMalley, J., Valdez-Pierce, L. Authentic Assessment for English Language Learners. P. 12.
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Civic Education Through English Language (CETEL) Program
Module 5 Handout 3
Sample Checklist Rubric
Met objective Needs more work
Civics:
Presentation has description for tourism

industry
Technology:
Designed presentation with images
Presentation includes good information
Presentation uses images
English:
Used present tense verbs correctly
Used new vocabulary correctly
589
Analytic Rubric (from Presentation)
4 3 2 1
Technology: Power point Power point Power point Power point

Presentation presentation is presentation presentation presentation
design well designed and includes includes does not
includes clear information and pictures or include
information & pictures. information, pictures or
pictures. not both. information.
Civics: Presentation has a Presentation Presentation Presentation

Tourism thorough provides some provides little provides no
description for description. description. description.
tourism industry.
English Presentation uses Presentation Presentation Presentation

Language vocabulary and contains 1-3 contains 4-5 contains more
present tense errors. errors. than 5 errors.
verbs correctly.
590
Module 5 Handout 4
Analytic Rubric Template
Advanced Proficient Basic

Criterion 1:
Criterion 2:
Criterion 3:
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Checklist Rubric Template
Civics:
Technology:
English:
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Module 5 Handout 5
Slide 1

VOLUNTEERISM

This modules Civic Education topic relates to the school and local community: Volunteerism.
Slide 2
VOLUNTEERISM
Volunteerism is part of civic participation

Ask participants if they have experience with how volunteerism relates to civic participation. If no one does,
continue the presentation.
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Slide 3
VOLUNTEERISM
Volunteerism means different things to

different people.

For students, independent adults, people with children, volunteerism can take very different forms.
Slide 4
VOLUNTEERISM
Usually it means people in a community

helping with a local project.

This can take many forms; elicit examples participants may be aware of. This may be a new concept for
participants; projects can include fundraising for books, cleaning up a park, organizing an event any activity
to contribute to a community.
Slide 5
594
VOLUNTEERISM
For students, volunteerism can be simple

personal actions to help the class or help each
other.

Volunteerism does not have to be large in scale; it really boils down to individual efforts to help a community,
any community.
Slide 6
VOLUNTEERISM
It could be older students reading to younger

students.

Slides 6-9 provide some examples of volunteerism.
595
Slide 7
VOLUNTEERISM
It could be students volunteering for a whole-

school clean up project.

This is another example.
Slide 8
VOLUNTEERISM
Typical areas include community or school

clean up, pen pals, lending time to the elderly,
helping other children in the community or in
another country, etc.

Slide 9
596
VOLUNTEERISM
Actions can be in-class, out-of-class, at home,

or at school, long-term or short-term.

There is really no limit to volunteer projects or individual efforts. Ask if participants have ideas that would be
useful for volunteer projects in their school settings.
Slide 10
VOLUNTEERISM
There are other examples of student service

projects or action projects from schools on the
resources page.

Tell participants that we will have time to review the additional resources after looking at two example lesson
plans.
Slide 11
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LESSON PLAN EXAMPLE 1

Example Lesson Plan 1 is presented in Handout 6. This will provide an example of a CBI lesson on
Volunteerism using student-centered, cooperative activities which align with an objective and assessment. Ask
teachers to examine especially how activities align with and support objectives and assessment. Remind them
also to identify classroom language which may need additional focus.
Slide 12
Objective:
Students will use vocabulary and civics ideas

to develop a flier with images to promote
community awareness about recycling.

student-centered.
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Slide 13

Student Learning Needs:
Civics:
Students will learn about types of recycling and
take action to promote awareness about
recycling.
ICT:
Students will learn how to develop a document
with information and images.

Ask participants if these learning needs support the objective. Also ask if this is an area of volunteerism that the
students will interested in learning about?
Slide 14

English:
Students will learn vocabulary related to recycling and
modals to encourage action: can, should, must.
Students will follow instructions for sharing ideas,

completing a game, creating a document, and other
activities.

599
Slide 15
Materials:
Warm up pictures (Handout A)

Vocabulary matching (Handout B)
Recycling game (Handouts C & D)
Sample Flier (Handout E)
Rubric (Handout F)

whether teachers created them, or whether they used or adapted existing materials, and how they support
student progress toward the assessment.
Slide 16
Activities:
Civics:
Students will discuss the need for recycling and
develop a plan for community awareness (and
possible action).
ICT:
Students will learn how to create a document with
text and images.

Well see how well the sequencing does this and prepares students for the assessment. Ask if the activities will
engage students and why.
600
Slide 17
Activities:
English:
Students will learn new vocabulary and modals.

These English language activities are set up to support civics activities and the use of technology for civics and
English learning. Remind participants that their students will need ongoing English support throughout the
lesson to develop classroom language to complete the activities.
Slide 18
Assessment:
Students will create a flier with images using new

vocabulary and modals to promote awareness of
recycling.

601
Slide 19

Warm up:
ICT teacher:
Project images in Handout A.
Civics teacher:
Ask students to work with a partner to describe how
to solve the problem in the pictures. If projection is
not available, use paper handouts.

Refer participants to Lesson Plan 1 (Handout 6), and then to Handout A. The images share a common problem
so if projection is not available, handing out one of the images will suffice.
Ask participants how the English teacher can and should assist with this warm up (primarily, she will need to
help them come up with the language to describe possible solutions; for lower level classes, this may be only a
word or two; sharing the objective with the students, however, will have provided some initial language).
Remind participants to think of any additional classroom language students may need to practice.
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Slide 20

Warm up:
English teacher:
Ask each pair to share ideas. Make a class word
wall/word list.
Circle modals as they emerge in solution sentences.
If they do not arise, reframe answers to include the
modals: should/can/must.
Leave model sentences with modals on the board.

As pairs share ideas, the English teacher (or one of the other teachers) should take notes. The English teacher
should highlight the structures that students will need to use for the subsequent activities the modals. Ask
participants how this activity provides a first step toward the objective. If time allows, ask them for their
opinion on the materials. Remind participants to think of any additional classroom language students may need
to practice.
Slide 21
Activity 1:
English teacher:
Ask students to work in pairs to complete

the vocabulary matching in Handout B.
Review answers and clarify any vocabulary
needed.

Building on initial ideas about the solutions to the problems in the pictures, Handout B adds vocabulary. Ask
participants if this activity is a useful step forward toward meeting the objective, and whether Handout B
provides useful support. Remind participants to think of any additional classroom language students may need
to practice.
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Slide 22
Activity 2:
In groups of 5, play the Recycling Game.
(Handouts C&D)
Explain that students should sort the items in
Handout D into the categories listed in
Handout C.

Refer participants to Handouts C and D so that they can see the visual supports for the recycling game. What
contribution to the objective does this activity make? How is the activity collaborative? Remind participants to
think of any additional classroom language students may need to practice.
Slide 23
Activity 2:
ICT teacher:
If handouts are available in electronic form,
show students how to open the Recycling
Game document. Ask them to use Handout
D to fill in the table in Handout C.
Check answers as a class.

If possible, this technology dimension can provide additional practice with vocabulary. Remind participants to
think of any additional classroom language students may need to practice.
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Slide 24
Activity 3:
ICT teacher:
Show students how to open and save a new
document.
Show students how to copy and paste
pictures (from the recycling game) into a flier.

The next step builds on the recycling game to use ideas and materials to design their own flier to promote
recycling. If materials were available electronically to students, they can copy and paste. Ask teachers for back
up ideas in case they do not have technology. (Answer: they can cut out and paste the pictures onto a handmade
flier). Remind participants to think of any additional classroom language students may need to practice.
Slide 25
Activity 3:
Civics teacher:
Ask students to choose one type of recycling

(paper, metal, cardboard, glass, plastic) and
design a flier to promote recycling of items.

Each group should select one category from their completed game charts. This may involve negotiation among
students as to which is most important, which allows them to further practice language. How is this activity
student-centered? How is it cooperative? How does it represent a step forward in working toward the
objective?
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Slide 26
Activity 3:
English teacher:
Refer to models of how students can use
modals:
You CAN recycle plastic
You SHOULD recycle paper
You MUST recycle plastic.

This review may be needed to refresh the verbs from the warm up activity.
Remind participants to think of any additional classroom language students may need to practice.
Slide 27
Activity 3:
All teachers:
Show sample flier in Handout E.
Before students begin, show them the rubric in
Handout F, so they understand the assignment.
During activity: Circulate to assist groups of three in
creating fliers. Make sure students divide the work on
the flier, taking turns leading the design.

Ask participants: How does the model provide support? Why is it a good idea to share the rubric?
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Slide 28
Activity 4: (If time allows)

Civics teacher:
Ask students for ideas about where they can post the
fliers to share ideas with the school community.
If appropriate: Consider ideas for a school clean up day
in the community.
If principal agrees, print the fliers and lead students in
posting them around the school.

How does extending this classroom project to the authentic context of the school impact the students? Why?
Slide 29
Assessment
Fliers will show students use of vocabulary, modals,

ability to create a document with images, and an
example of volunteerism.
See rubric in Handout F.

Ask participants for feedback on this assessment. Does it measure student achievement of the objective? Does it
provide the teachers with useful feedback on learning?
Next ask them to look at Handout F, the rubric. Ask them if it reflects levels of student achievement, and, if
not, how it could be improved.
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Slide 30
Closure:
Students print or submit fliers to teachers

and share ideas for future action.

This final step the ideas for future action provides the option of continuing this unit to a project-based lesson
centered on taking action in the school. Do participants have any questions or other ideas for closure?
Slide 31
LESSON PLAN EXAMPLE 1 - DISCUSSION
How well does the assessment match the

objective?
Does it measure all content areas?
How could you improve the rubric?

Ask participants to discuss these questions in their triads. Take time in eliciting ideas from each group after they
have sufficient time to discuss.
If time allows ask them to note cooperative activities, to discuss the extent to which CBI goals are met, and how
student-centered they think the lesson is.
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Slide 32

Example Lesson Plan 2 is presented in Handout 7. This will provide another example of a CBI lesson on
Volunteerism using student-centered, cooperative activities which align with an objective and assessment. Ask
teachers to examine especially how activities align with and support objectives and assessment. Remind them
also to identify classroom language which may need additional focus.
Slide 33
Objective:
Students will use vocabulary and civics ideas

to develop a flier with text and images to
promote solutions to school or community
problems.

student-centered.
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Slide 34
Learning Needs:
Civics:
Students will learn about solving school and
community problems through action.
ICT:
with information and images.

Ask participants if these learning needs support the objective. Also ask if this is an area of volunteerism that the
students will interested in learning about?
Slide 35
Learning Needs:
English:
Students will learn vocabulary related to solving
community problems.
Students will follow instructions for identifying
problems, developing solutions, creating a flier,
and completing other activities.

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Slide 36
Materials:
Worksheets (Handouts A & B)

Sample Flier (Handout C)
Rubric (Handout D)

whether teachers created them, or whether they used or adapted existing materials, and how they support
student progress toward the assessment.
Slide 37

Activities:
Civics:
Students will come up with community problems
and solutions.
ICT:
Students will design a flier with text and images.
English:
Students will practice and use vocabulary related to
taking action to solve community problems.

Well see how well the sequencing does this and prepares students for the assessment. Ask if the activities will
engage students and why.
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Slide 38
Assessment:
Students will create a flier with images using new

vocabulary to encourage community problem
solving.

Slide 39
Warm up:
Civics teacher:
Ask students to think about what kinds of
problems they see at school or in the
community.
Elicit some examples.

As students share ideas, the English teacher (or one of the other teachers) should take notes. This will activate
language as well as content knowledge, preparing students for subsequent activities.
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Slide 40
Activity 1:
Civics teacher:
Using a T chart (Handout A), list the examples

of problems and possible solutions they can
think of.

Building on initial ideas about problems, participants should now begin to think about solutions. This should be
done in pairs or small groups; the collaborative structure will be needed to support critical thinking. How is this
activity student-centered? Does Handout A provide adequate support for this activity, or could the teachers
provide additional materials?
Slide 41
Activity 1:
English teacher:
Highlight key verbs, particularly those that will

appear in the word bank (Handout B)
Ask students to share problems and any

possible solutions.

Refer participants to Handout B so that they can see that by working backwards, they can guide students toward
essential vocabulary. Ask if students will need other support for this activity, and how the activity represents a
step forward toward meeting the objective. Remind participants to take note of other classroom language that
might be needed.
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Slide 42
Activity 2:
Civics teacher:
Tell the class that for the rest of the day, were
going to think about solving community problems.
Ask students to discuss with a partner the

question: What problem in our
school/community would you like to solve?

This activity is a small step forward from Activity 1, but prepares students to focus more specifically on one
specific problem. Ask participants how this represents a student-centered approach. Remind participants to take
note of other classroom language that might be needed.
Slide 43
Activity 3:
English teacher:
Go over vocabulary in the word bank

(Handout B)

This step will consolidate the vocabulary most necessary for the subsequent activity.
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Slide 44

Activity 4:
ICT teacher:

document.
Show students how to find pictures online and

copy and paste pictures (from the recycling
game) into a flier.

Now the students will combine their work on civics problem solving with language and technology.
Slide 45

Activity 4:
Civics teacher:
Ask students to choose to design a flier about

solving the problem they selected.
Show sample flier (Handout C) as a model.

Ask participants if the previous activities have prepared students for this final step. Ask them if Handout C
provides useful support and if other support would be useful.
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Slide 46
Activity 4:
English teacher:
Remind students that they should use the

vocabulary in the word bank (Handout B).

The English teacher may need to help students reframe what they want to say to practice the structures in the
word bank.
Slide 47
Activity 4:
All teachers:
Before students begin, show them the rubric

in Handout D, so they understand what the
flier should contain.

How will the rubric assist students as they design their flier?
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Slide 48
Activity 4:
All teachers:
During activity: Circulate to assist groups of

three in creating fliers. Make sure students
divide the work on the flier, taking turns
leading the design.

All teachers will need to circulate during this activity to assist students with civics ideas, technology skills, and
English language. Ask participants if students will need additional support.
Slide 49

Activity 5 (if time allows):
Civics teacher:
If time allows, have students circulate to look at

each others fliers (printed or on screen).

If time allows for students to print and display their fliers (or display them on screen) this step will provide
additional peer-to-peer learning.
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Slide 50
Assessment:
Fliers will show students use of vocabulary,

ability to create a document with images, and
an example of civic action to solve a problem.

Ask participants for feedback on this assessment. Does it measure student achievement of the objective? Does it
provide the teachers with useful feedback on learning?
Next ask them to look at Handout D, the rubric. Ask them if it reflects levels of student achievement, and, if
not, how it could be improved.
Slide 51
Closure:
Students print or submit fliers to teachers and

share ideas for future action.

As with the previous lesson, this activity could form the basis of future lessons. Ask participants for
suggestions or feedback or ideas.
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Slide 52
LESSON PLAN EXAMPLE 2 - DISCUSSION

objective?

Ask participants to discuss these questions in their triads. Take time in eliciting ideas from each group after they
have sufficient time to discuss.
If time allows ask them to note cooperative activities, to discuss the extent to which CBI goals are met, and how
student-centered they think the lesson is.
Slide 53
OTHER APPLICATIONS

Tell participants that they are only example ideas that there are many other approaches they could take.
27
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Slide 54
OTHER APPLICATIONS
Brainstorm with a partner some

community/school issues that students could
address.
What types of volunteerism could work well in

your community?

Ask participants if they have ideas for volunteer projects their students could undertake in the school or
community. How could they incorporate these into a lesson? If time allows, give participants time to make
notes with their triads this could give them a head start on lesson planning. After some time for discussion,
ask groups to share their ideas.
Slide 55
CONCLUSION
Handout 8 has additional resources for

planning lessons on Volunteerism.

Refer participants to Handout 8. Please let them know that they can draw from the list of resources for their
own lesson planning, as well as using the Example Lesson Plans as models.
Answer any questions and let them know that in the next hour, you will be moving on to Lesson Planning.
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Module 5 Handout 5
Presentation 2
Slide 1 ___________________________________
VOLUNTEERISM
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
VOLUNTEERISM
Volunteerism is part of civic participation ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
621
Slide 3 ___________________________________
VOLUNTEERISM
Volunteerism means different things to ___________________________________

different people.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 4 ___________________________________
VOLUNTEERISM
Usually it means people in a community

helping with a local project. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 5 VOLUNTEERISM ___________________________________
For students, volunteerism can be simple

personal actions to help the class or help each
___________________________________
other.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
622
It could be older students reading to younger ___________________________________

students.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

It could be students volunteering for a whole-
school clean up project. ___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Typical areas include community or school

clean up, pen pals, lending time to the elderly, ___________________________________
helping other children in the community or in
another country, etc.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
623
Actions can be in-class, out-of-class, at home, ___________________________________

or at school, long-term or short-term.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
There are other examples of student service ___________________________________

projects or action projects from schools on the
resources page.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
624
Slide 12 LESSON PLAN EXAMPLE 1 ___________________________________
Objective:
Students will use vocabulary and civics ideas ___________________________________

to develop a flier with images to promote
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Civics:
Students will learn about types of recycling and
take action to promote awareness about
___________________________________
recycling.
ICT:
with information and images. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

English:
Students will learn vocabulary related to recycling and
___________________________________
modals to encourage action: can, should, must.
Students will follow instructions for sharing ideas,

completing a game, creating a document, and other ___________________________________
activities.

___________________________________
___________________________________
___________________________________
___________________________________
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Materials:
Warm up pictures (Handout A) ___________________________________

Rubric (Handout F)
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activities:
Civics:
Students will discuss the need for recycling and ___________________________________
develop a plan for community awareness (and
possible action).
ICT:
Students will learn how to create a document with ___________________________________
text and images.

___________________________________
___________________________________
___________________________________
___________________________________

Activities:
English: ___________________________________
Students will learn new vocabulary and modals.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
626
Assessment:
Students will create a flier with images using new ___________________________________

vocabulary and modals to promote awareness of
recycling.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Warm up:
ICT teacher:
Project images in Handout A.
___________________________________
Civics teacher:
Ask students to work with a partner to describe how
to solve the problem in the pictures. If projection is
not available, use paper handouts.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Warm up:
English teacher:
Ask each pair to share ideas. Make a class word
wall/word list. ___________________________________
Circle modals as they emerge in solution sentences.
If they do not arise, reframe answers to include the
modals: should/can/must.
Leave model sentences with modals on the board. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
627
Activity 1:
English teacher:
___________________________________
Ask students to work in pairs to complete
the vocabulary matching in Handout B.
Review answers and clarify any vocabulary
needed. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 2:
In groups of 5, play the Recycling Game. ___________________________________
(Handouts C&D)
Explain that students should sort the items in
Handout D into the categories listed in
Handout C. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 2:
ICT teacher:
If handouts are available in electronic form, ___________________________________
show students how to open the Recycling
Game document. Ask them to use Handout
D to fill in the table in Handout C.
Check answers as a class. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Activity 3:
ICT teacher: ___________________________________

document.
Show students how to copy and paste
pictures (from the recycling game) into a flier. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 3:
Civics teacher: ___________________________________

Ask students to choose one type of recycling
(paper, metal, cardboard, glass, plastic) and
design a flier to promote recycling of items. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 3:
English teacher:
Refer to models of how students can use ___________________________________
modals:
You CAN recycle plastic
You SHOULD recycle paper
You MUST recycle plastic. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
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Activity 3:
All teachers:
Show sample flier in Handout E. ___________________________________
Before students begin, show them the rubric in
Handout F, so they understand the assignment.
During activity: Circulate to assist groups of three in
creating fliers. Make sure students divide the work on ___________________________________
the flier, taking turns leading the design.

___________________________________
___________________________________
___________________________________
___________________________________

Activity 4: (If time allows)
Civics teacher:
Ask students for ideas about where they can post the ___________________________________
fliers to share ideas with the school community.
If appropriate: Consider ideas for a school clean up day
in the community.
If principal agrees, print the fliers and lead students in ___________________________________
posting them around the school.

___________________________________
___________________________________
___________________________________
___________________________________

Assessment
Fliers will show students use of vocabulary, modals, ___________________________________

ability to create a document with images, and an
example of volunteerism.
See rubric in Handout F. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
10
630
Closure:
Students print or submit fliers to teachers ___________________________________

and share ideas for future action.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 31 LESSON PLAN EXAMPLE 1 - DISCUSSION ___________________________________

objective?
___________________________________

___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 32 ___________________________________
___________________________________
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
11
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Objective:
Students will use vocabulary and civics ideas ___________________________________

to develop a flier with text and images to
promote solutions to school or community
problems.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 34 LESSON PLAN EXAMPLE 2

___________________________________
Learning Needs:
Civics:
Students will learn about solving school and ___________________________________
community problems through action.
ICT:
with information and images. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

___________________________________
Learning Needs:
English:
Students will learn vocabulary related to solving ___________________________________
community problems.
Students will follow instructions for identifying
problems, developing solutions, creating a flier,
and completing other activities. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
12
632
___________________________________
Materials:
Worksheets (Handouts A & B) ___________________________________

Rubric (Handout D)
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

___________________________________
Activities:
Civics:
Students will come up with community problems
and solutions. ___________________________________
ICT:
Students will design a flier with text and images.
English:
Students will practice and use vocabulary related to
taking action to solve community problems.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

___________________________________
Assessment:
Students will create a flier with images using new ___________________________________

vocabulary to encourage community problem
solving.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
13
633
Warm up:
Civics teacher:
Ask students to think about what kinds of ___________________________________
problems they see at school or in the
community.
Elicit some examples. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 1:
Civics teacher:
___________________________________
Using a T chart (Handout A), list the examples
of problems and possible solutions they can
think of.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 1:
English teacher:
___________________________________
Highlight key verbs, particularly those that will
appear in the word bank (Handout B)
Ask students to share problems and any ___________________________________

possible solutions.

___________________________________
___________________________________
___________________________________
___________________________________
14
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Activity 2:
Civics teacher:
Tell the class that for the rest of the day, were ___________________________________
going to think about solving community problems.
Ask students to discuss with a partner the

question: What problem in our ___________________________________
school/community would you like to solve?

___________________________________
___________________________________
___________________________________
___________________________________

Activity 3:
English teacher: ___________________________________

Go over vocabulary in the word bank
(Handout B)
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 4:
ICT teacher:
Show students how to open and save a new ___________________________________

document.
Show students how to find pictures online and

copy and paste pictures (from the recycling
game) into a flier. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
15
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Activity 4:
Civics teacher:
___________________________________
Ask students to choose to design a flier about
solving the problem they selected.
Show sample flier (Handout C) as a model. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 4:
English teacher: ___________________________________

Remind students that they should use the
vocabulary in the word bank (Handout B).
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 4:
All teachers: ___________________________________

Before students begin, show them the rubric
in Handout D, so they understand what the
flier should contain. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
16
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Activity 4:
All teachers:
___________________________________
During activity: Circulate to assist groups of
three in creating fliers. Make sure students
divide the work on the flier, taking turns
leading the design. ___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Activity 5 (if time allows):
Civics teacher:
___________________________________
If time allows, have students circulate to look at
each others fliers (printed or on screen).
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________

Assessment:
Fliers will show students use of vocabulary, ___________________________________

ability to create a document with images, and
an example of civic action to solve a problem.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
17
637
Closure:
Students print or submit fliers to teachers and ___________________________________

share ideas for future action.
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 52 LESSON PLAN EXAMPLE 2 - DISCUSSION ___________________________________

objective?
___________________________________

___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
Slide 53 ___________________________________
___________________________________
OTHER APPLICATIONS
___________________________________

___________________________________
___________________________________
___________________________________
___________________________________
18
638
Slide 54 OTHER APPLICATIONS
___________________________________
Brainstorm with a partner some

community/school issues that students could ___________________________________
address.
What types of volunteerism could work well in ___________________________________

your community?
___________________________________
___________________________________
___________________________________
___________________________________
Slide 55 CONCLUSION
___________________________________
Handout 8 has additional resources for

planning lessons on Volunteerism. ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
19
639
640
Module 5 Handout 6
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will use vocabulary and civics ideas to develop a flier with images to promote
Learning needs:
Civics: Students will learn about types of recycling and take action to promote
awareness about recycling.
ICT: Students will learn how to develop a document with information and
images.
English: Students will learn vocabulary related to recycling and modals to

encourage action: can, should, must.
Students will follow instructions for sharing ideas, completing a game,

creating a document, and other activities.
Materials:
Warm up pictures (Handout A)

Rubric (Handout F)
Activities:
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Civics: Students will discuss the need for recycling and develop a plan for
community awareness (and possible action).
ICT: Students will learn how to create a document with text and images.
English: Students will learn new vocabulary and modals.
Assessment: Students will create a flier with images using new vocabulary and modals
to promote awareness of recycling.
642
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will use vocabulary and civics ideas to develop a flier with images to
promote community awareness about recycling.
needed
Warm up: ICT teacher: 15 minutes Describe
Civics, ICT, English Project images in Solution
Handout A. Pairs
Civics teacher: Modals

Ask students to work
with a partner to
describe how to solve
the problem in the
pictures. If projection is
not available, use paper
handouts.
English teacher:
Ask each pair to share
ideas. Make a class
word wall/word list.
Circle modals as they

emerge in solution
sentences.
If they do not arise,

reframe answers to
include the modals:
should/can/must.
Leave model sentences

with modals on the
643
board.
Activity 1:English English teacher: 10 minutes Match words and

Ask students to work in pictures.
pairs to complete the
vocabulary matching in
Handout B.
Review answers and

clarify any vocabulary
needed.
Activity 2: Civics, Civics and English 15 minutes Sort objects into

ICT, English teachers: recycling categories.
In groups of 5, play the
Recycling Game.
(Handouts C&D)
If handouts are available

in electronic form:
ICT teacher:
Show students how to
open the Recycling
Game document. Ask
them to use Handout D
to fill in the table in
Handout C.
Check answers as a
class.
Activity 3: Civics, ICT teacher: 15 minutes Open document

ICT, or English Show students how to Save document
open and save a new
document.
Copy and paste
Show students how to pictures.
copy and paste pictures
(from the recycling Use spacing.
game) into a flier.
Type your text.
Civics teacher:
Ask students to choose Choose a type of
one type of recycling recycling.
(paper, metal,
644
cardboard, glass, plastic) Community awareness

and design a flier to
promote recycling of
items.
English teacher:
Refer to models of how Modals and model
students can use modals: sentences
(You CAN recycle

plastic) (with pictures on
flier).
You SHOULD recycle

paper (with pictures on
flier).
All teachers:
Show sample flier in Rubric
Handout E.
What flier should have
Before students begin,

show them the rubric in
Handout F, so they
understand the Take turns
assignment.
During activity:
Circulate to assist
groups of three in
creating fliers. Make
sure students divide the
work on the flier, taking
turns leading the design.
Activity 4: Civics Civics teacher: 5-20 minutes Post or put up the

If time allows, ask fliers.
students for ideas about
where they can post the
fliers to share ideas with
the school community.
If appropriate: Consider Clean up day

ideas for a school clean Community
645
up day in the Clean up

community.
If principal agrees, print Post fliers

the fliers and lead
students in posting them
around the school.
Assessment Fliers will show

students use of
vocabulary, modals,
ability to create a
document with images,
and an example of
volunteerism.
Closure Students print or submit Email to teachers

fliers to teachers and Or
share ideas for future Post document
action. Or
Print document.
646
Example Lesson 1 Handout A
Treebranch.org
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5ones.com
648
649
Handout B
Vocabulary matching
clean up
Litter
paper
650
Metal
Plastic
651
cardboard
recycle
652
Handout C
Recycling Game
Sort the cards in handout D into their categories:
Item 1 Item 2 Item 3 Item 4
Recycle paper
Recycle metal
Recycle cardboard
Recycle glass
Recycle plastic
653
Handout D
Recycling Vocabulary Cards to Sort
Jar
light bulb
654
a broken glass
glass bottles
655
plastic bag
plastic
wrappers
water bottle
656
soda bottle
cardboard
boxes
juice box
657
milk carton
newspaper
scrap paper
658
paper bags
tin cans
batteries
soda cans
659
scrap metal
From Googleimages:
uvm.edu
bonappetit.com
lightbulbmarket.com
what is plastic.com
switchboard.nrdc.org
earth911.com
intouchlabels.com
studentsoftheworld.info
dreamstime.com
adrants.com
aplasticbag.org
shutterstock.com
recyclingsupply.com
talkgreen.ca
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Handout E
We should recycle paper!
661
Handout F
Civics:
Flier encourages community awareness

of recycling
Technology:
Flier includes text
Flier includes images
English:
Modals are used correctly
New vocabulary is used correctly
662
Module 5 Handout 7
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Students will use vocabulary and civics ideas to develop a flier with text and images to
promote solutions to school or community problems.
Learning needs:
Civics: Students will learn about solving school and community problems through
action.
ICT: Students will learn how to develop a document with information and
images.
English: Students will learn vocabulary related to solving community problems.
Students will follow instructions for identifying problems, developing

solutions, creating a flier, and completing other activities.
Materials:
Worksheets (Handouts A & B)

Rubric (Handout D)
Activities:
Civics: Students will come up with community problems and solutions.
ICT: Students will design a flier with text and images.
663
English: Students will practice and use vocabulary related to taking action to solve
community problems.
Assessment: Students will create a flier with images using new vocabulary to
encourage community problem solving.
Reflection (to be completed AFTER the lesson using attached):
664
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective: Students will use vocabulary and civics ideas to develop a flier with text and
images to promote solutions to school or community problems.
needed
Warm up: Civics teacher: 10 minutes Think of problems
Civics Ask students to think
about what kinds of School
problems they see at
school or in the Community
community.
Elicit some examples.
Activity 1: Civics, Civics teacher: 10 minutes Think of solutions.

English Using a T chart
(Handout A), list the Write ideas in chart.
examples of problems
and possible solutions
they can think of.
English teacher:
Highlight key verbs,
particularly those that
will appear in the word
bank (Handout B)
Ask students to share

problems and any
possible solutions.
Activity 2: Civics Civics teacher: 10 minutes Discuss with a partner.

Tell the class that for the Choose a problem to
rest of the day, were solve.
665
going to think about

solving community
problems.
Ask students to discuss

with a partner the
question:
What problem in our

school/community
would you like to solve?
Activity 3: English English teacher: 10 minutes Word bank

Go over vocabulary in
the word bank (Handout
B).
Activity 4: Civics, ICT teacher: 20 minutes Open document

ICT, English Show students how to Save document
open and save a new
document.
Copy and paste
Show students how to pictures.
find pictures online and
copy and paste pictures Use spacing.
(from the recycling
game) into a flier. Type your text.
Civics teacher:
Ask students to choose
to design a flier about Solve the problem.
solving the problem they
selected.
Show sample flier

(Handout C) as a model.
English teacher:
Remind students that Word bank
they should use the Vocabulary
vocabulary in the word
bank (Handout B).
All teachers:
Before students begin, Rubric
show them the rubric in
666
Handout D, so they What flier should have

understand what the flier
should contain.
During activity:
Circulate to assist Take turns
groups of three in
creating fliers. Make
sure students divide the
work on the flier, taking
turns leading the design.
Activity 5: Civics Civics teacher: 10 minutes Walk around.

If time allows, have
students circulate to Look at the work of
look at each others other students.
fliers (printed or on
screen).
Assessment Fliers will show

students use of
vocabulary, ability to
create a document with
images, and an example
of civic action to solve a
problem.
Closure Students print or submit Email to teachers

fliers to teachers and Or
share ideas for future Post document
action. Or
Print document.
667
Handout A
Problem Solution
668
Handout B
Word bank: Solving problems in our community
Call to action Action
Lets
Clean up
try to
Raise money
help to
Write a letter
work together to
Visit
cooperate to
(other ideas)
669
Handout C
Lets work together to clean up our school!
670
Handout D
Civics:
Flier includes possible solutions to a

school or community problem.
Technology:
Flier includes text
Flier includes images
English:
New vocabulary is used correctly
671
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Module 5 Handout 8
Resources on Volunteerism
American Friends of Georgia, Inc. Retrieved from http://www.afgeorgia.org/projects/. This site

contains news and information about projects to help vulnerable populations in Georgia. These
materials may provide ideas for class projects to help vulnerable populations in conjunction with
local groups.
Georgian NGOs Database. Retrieved from http://www.friends-

partners.org/partners/georgia/sub/dbsa.htm This site contains a database of active NGOs in
Georgia, ranging from unions to disabled rights groups. These materials may provide ideas for
class projects to help vulnerable populations in conjunction with local groups.
Kallenbach, S. based on the writing of Moreno, M. (n.d.) Helping Neighbors in a Crisis. Civic
Participation and Community Action Sourcebook. Retrieved from
https://books.google.com/books?id=7iNYTOt832cC&pg=PA83&lpg=PA83&dq=helping+neigh
bors+in+a+crisis+kallenbach&source=bl&ots=KsfqXTzL5s&sig=hjLmskwhLLvNapnP-
eRinCDwuUU&hl=en&sa=X&ved=0ahUKEwi23afVtozWAhWBViYKHQTTBMEQ6AEIMjA
C#v=onepage&q=helping%20neighbors%20in%20a%20crisis%20kallenbach&f=false . This
short story illustrates a class social action project responding to the needs of a local family.
These materials may provide ideas for class projects to help vulnerable populations in
conjunction with local groups.
Learning to Give Units and Lessons. Retrieved from

http://www.learningtogive.org/teach/lessons. This site contains lesson plans and resources for
developing student awareness and active participation in activities that impact a community,
ranging from environmental to economic.
RMC Research Corporation for Learn and Serve Americas National Service-Learning
Clearinghouse. K-12 Service-Learning Project Planning Toolkit. Retrieved from
http://community.ksde.org/LinkClick.aspx?fileticket=kbpBbLMvts8%3D&tabid=4473
Teach Peace Now. The Six Step Process Toward Social Action Projects. Retrieved from
http://teachpeacenow.com/category/social-action/ . This site contains a model for planning
service projects.
PBS Kids. Volunteerism . Retrieved from http://www-

tc.pbskids.org/zoom/grownups/action/pdfs/volunteer_guide.pdf This site provides idea for
activities for children to make community contributions.
673
Resources from Learning to Give
Watercolor Ways
Lesson 1:
From Unit Earth Keepers
Subjects:
Language Arts, Library / Technology, Philanthropy and Social Studies
Key Words/Concepts click to view
Purpose:
The purpose of this lesson is to introduce learners to our global community. Learners will
understand that they share the Earth with many other people and they have a responsibility
to be good stewards of the Earth by helping care for it.
Duration:
One forty-five minute class period
Objectives:
The learner will:
define stewardship as the careful and responsible management of the Earth.
engage in a classroom discussion about ways to be good stewards of the Earth.
create a visual representation displaying ideas presented.
share individual representations in a whole class setting.
Materials:
Lyrics to the song Its A Small World (See Bibliographic References)
Globe
The Earth and I by Frank Asch (See Bibliographic References)
Watercolor paints and brushes
White paper appropriate for painting
674
Instructional Procedure(s):
Anticipatory Set:
Begin by singing the song, Its A Small World with the students. Teacher should also be
holding a globe during the singing of the song to be used as a visual reference for the
students. Lyrics to the song can be projected onto a screen for student use, printed out, or
written on chart paper to be tracked by the teacher depending on the reading levels of the
students. Repeat the song until students are comfortable singing the chorus of the song.
The teacher should open with a discussion about the lyrics of the song. What does it
mean to say a world of laughter, tears, hopes, and fears? Allow learners time to
reflect on this idea. We all share the world. The same world we all call Earth is
shared by everyone no matter where we live. Because we all share the same
Earth, we should all take care of the Earth. We call that Stewardship.
Use the globe to show some of the mountainous regions of our world. You may also
want to point out how the oceans can divide some of the continents. The purpose
of the class discussion should be focused on the idea that although we may live in
different places, do different things, and may look different, we all have the Earth
in common. We all share it. Together we are the world.
Brainstorm with the class a list of ways the child was able to help care of the Earth.
Tell them that these are examples of stewardship. (planting, raking, picking up
trash, etc.)
Give the learners an opportunity to draw or paint a picture to illustrate a way they
could help take care of the Earth. The teacher may choose to have the learners
dictate a sentence or write their own sentence to describe the actions created in
the picture. The finished products may be displayed individually or bound together
in a class book.
Allow time for learners to share their finished work with the class.
Assessment:
Assessment should be done through teacher observation of whole group discussion and
assessment of the watercolor illustration. The illustration should show clearly how the
learner is helping the Earth. Learners should be able to demonstrate a basic understanding
that the Earth is shared by people all around the world and that it is everyones
responsibility to be good stewards of the Earth.
675
Cross-Curriculum Extensions:
This unit is ideal for instruction during the observance of Earth Day. Earth day is observed in
the United States on April 22nd. It was founded by Senator Gaylord Nelson. The first official
demonstration was in the spring of 1970. Senator Nelson believed that educating people on
environmental issues was the only way to change their attitudes about the environment.
(http://earthday.wilderness.org/history/ ) Whole group or individual exploration into the
grassroots efforts of Earth Day, Everyday may enhance the classroom instruction and help
solidify student learning.
Bibliographical References:
Lyrics to the song Its A Small World" can be found at the following sites:
http://www.niehs.nih.gov/kids/lyrics/smworld.htm
www.geocities.com/EnchantedForest/Cottage/3192/Smallworld.html
Its a Small World

Written by Richard M. Sherman and Robert B. Sherman
Its a world of laughter

A world of tears
Its a world of hopes
And a world of fears.
Theres so much that we share
That its time were aware
Its a small world after all.
There is just one moon and one golden sun

And a smile means friendship to everyone
Though the mountains divide
And the oceans are wide

Its a small, small world.
Lesson Developed By:
Tracey Fritz
Mona Shores Public Schools
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Churchill Elementary
Muskegon, MI 49441
http://www.learningtogive.org/lessons/unit367/lesson1.html
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Beginning At Home
Lesson 2:
From Unit Earth Keepers
Subjects:
Language Arts, Library / Technology, Philanthropy and Social Studies
Key Words/Concepts click to view
Purpose:
The purpose of this lesson is to allow learners the opportunity to participate in caring for our
Earth by engaging in activities that focus on environmental stewardship.
Duration:
Two Forty-Five Minute Class Period
Objectives:
The learner will:
participate in a whole group discussion addressing setting, problem, and solution of

the stories shared.
create environmental awareness posters.
participate in a neighborhood cleanup activity.
create a collection display to be shared with the class.
reflect on ways to be good stewards of the Earth by maintaining a cleaner

community.
Service Experience:
Although this lesson contains a service project example, decisions about service plans and
implementation should be made by students, as age appropriate.
Learners will be participating in an at home service learning activity. Learners will explain
to their families the word stewardship and how to help take care of the Earth. Along with
678
their families, they will be collecting trash from their home or neighborhoods. Learners will
discuss with their families that they are working to clean the neighborhood and by doing so
they are acting for the common good of everyone in the neighborhood. They are being good
stewards of the Earth. Learners will create a sample display of their trash findings with the
class. Encourage the learners to share what they have found as well as reflect upon why the
items existed in their environment and how the clean up has helped.
Materials:
Large chart paper for drawing
Markers
Assorted classroom trash (paper, pencils, food wrappers, etc.)
Clean up song: to be chosen by teacher
Poster board or large white paper
Student copies of Attachment One: Family Letter
Handout 1
Family Letter
Instructional Procedure(s):
Day One:
Anticipatory Set:
Before beginning this lesson, the classroom should be littered with trash (paper, pencils,
wrappers, etc.). Call the students to a story telling area to begin the lesson. As the students
begin to come the teacher should be working on an illustration of the schoolyard on large
chart paper. The schoolyard illustration is a representation of the actual schoolyard. Include
several items out of place in the schoolyard. Examples of this would be trash on the ground,
graffiti on the play equipment, broken toys, etc. The teacher should make several
deliberate errors while illustrating and get a new piece of paper each time. The used chart
paper should be crumpled up into a ball and thrown on the floor without regard. It may also
be effective to tear the used paper into pieces and throw them on the floor. The objective
is to create a mess. The students will begin to realize that the actions of the teacher are not
appropriate. Once the teacher has generated enough student reaction from the activity, the
teacher should quickly finish the illustration and sit down to begin the lesson.
Address the classroom cleanliness issue with the class. Allow for classroom reflection
and discussion on some of the following questions.How did it make the students
679
feel when you threw the paper on the floor and made the classroom a mess? What
did they think about the mess that already existed in the classroom before the
lesson began? Did they feel proud of their classroom? What would happen if we
never cleaned it up? What problems may this cause?
Classroom clean up: Find an upbeat song familiar to the student that has a play-
time of about 3 minutes. If the song happens to be shorter it will need to be
repeated. Tell the students that when the music starts they need to begin to clean
up their room. The students may choose to sing or dance while they work. This
creates a fun classroom activity while completing a necessary task. The students
should be encouraged to pick up misplaced things throughout the room. This
means that they need to help clean outside of their own personal space. Stress the
point that We all work together.
Allow the students time to work on the classroom clean up activity in a small or a
large group setting.
Distribute Attachment One: Family Letter. Read the letter aloud and explain the
homework project to the students. Tell them they will be using the items they
collect in the next lesson.
Day Two:
Anticipatory Set:
Begin by having students display their trash collections around the room. Divide the
students into small groups to share their collections. Students should talk about what they
found. They should also talk about how they felt when the clean up was complete. Once the
sharing has been completed, the teacher should call the students to a story telling area to
begin the lesson.
Initiate a classroom discussion about the ideas for cutting down trash. The teacher
may choose to brainstorm and additional list with the students.
Have the students create posters to be displayed around the school that addresses
the issue of trash disposal and cutting down on waste. Allow the students to create
individualized posters that represent a number of different ideas discussed. You
may want to brainstorm some catch phrases to help the students get started.
When the posters are complete, allow the students the opportunity to display them
around the school.
School/Home Connection:
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Interactive Parent / Student Homework:

See Attachment One: Family Letter. This should be sent home after day one lesson is
presented. Student homework needs to be completed prior to day two instruction.
Cross-Curriculum Extensions:
Students may work collaboratively or independently to create a classroom graph that

represents trash items collected by class. Graphs could be shared in small groups or
displayed in the school to be viewed by all.
Lesson Developed By:
Tracey Fritz
Mona Shores Public Schools
Churchill Elementary
Muskegon, MI 49441
Handouts:
Handout 1
Family Letter
Family Letter
Dear Families,
Please help extend our classroom learning by participating in a family homework project
with your child. I am asking each student to take a short walk through their yards or
neighborhoods and collect any trash found along the way. You may want to have your child
wear work gloves for sanitary reasons. Once the trash has been collected, please help your
child create a display of the collection. This can be done by gluing items to a poster board,
decorating a shoebox for the collection, or another original idea of your choice. Please do
not include items that would not be appropriate for student discussion. Thanks for your
participation.
Trash collections should be sent to school by: ___________________________
Sincerely,
http://www.learningtogive.org/lessons/unit367/lesson2.html
681
Resources from Teach Peace Now
TeachPeaceNow
The Six Step Process Toward Social Action Projects
1. TELL STORIES & FIND A FOCUS: Have students tell stories about their concerns about
their neighborhood, school, or nation.
Story starter ideas:
If you were the boss of the playground, [the school, the world, etc.] what would you do to make
it a better place?
I would like ___________to stop.
I think ____________ should change.
Collect the stories and then as a class decide what social action project they could work on.
2. BRAINSTORM: Think of ways to begin to solve the problem.
3. SELECT COURSE OF ACTION: From the brainstormed list select those that are doable
Figure out what resources such as time, energy, money, will be needed.
4. STRATEGIZE: Figure out how to obtain the resources needed. How can money be raised?
Can we do it without money?
5. ACTION PLAN: Create a plan in which actions and timeline is created. Be sure everyone
volunteers to do something. Instead of deadlines have birthlines
6. IMPLEMENTATION: Facilitate the students in carrying out their plan. Document their work
and celebrate their accomplishments.
Selecting Activism Activities
Be on the look out for unfair practices

Listen to what the students talk about. What is bothering them? What do they care
about?
Think about your own comfort level. Select an issue you are passionate about and
willing to take risks over.
Consider parents comfort. How do you inform them of your plans?
Try it out. If it works, fine. If not, try again with a different choice.
Activism means taking risks.
http://www.teachpeacenow.org/takingaction.html
10
682
Resources from PBS Kids
ACTIVITIES
THE FIX-IT CREW Skills/Subjects:
Form a team of handy helpers at home
Creative
Materials Thinking &
Problem
paper and markers Solving
Life Skills
Science &
Directions
Health
Work together with your children to straighten up
around the house and yard. Related
Episode:
1. Tour: Tour the house and yard with your children.
Grandpa
Help them make a list of things that are messy or in
need of repair (e.g., crayons that need to be sorted, Dave's Old
torn book pages that need to be taped, etc.). Country Farm
2. Fix: Decide with your children which things on the

list need to be fixed or cleaned up today. Ask your children to volunteer for
various jobs, and talk about how to approach each task.
Take It Further
Have your children make their own toolboxes out of shoeboxes. Toolboxes
can be decorated and filled with school supplies.
With a Group
When it comes to cleaning up, the more the merrier! Join with friends to
organize a clean-up crew for the neighborhood or local playground.
Based on an activity in Play and Learn with Arthur, Volume 1
http://www.pbs.org/parents/arthur/activities/acts/fix_crew.html
Helping Your Family Go Green Checklist
By: Deirdre Uria
Go Green
11
683
Take a short shower
Brush your teeth with the water off
Hang dry your clothing.
Unplug appliances when you leave the house
Re-use plastic containers
12
684
Buy fresh fruits and vegetables instead of in
canned or frozen.
Adapted from http://recipes.kaboose.com/go-green-checklist.html
13
685
Recycling Vocabulary
Jar
light bulb
14
686
a broken glass
glass bottles
15
687
plastic bag
plastic
wrappers
water bottle
16
688
soda bottle
cardboard
boxes
juice box
17
689
milk carton
newspaper
scrap paper
18
690
paper bags
tin cans
batteries
soda cans
19
691
scrap metal
From Googleimages:
uvm.edu
bonappetit.com
lightbulbmarket.com
what is plastic.com
switchboard.nrdc.org
earth911.com
intouchlabels.com
studentsoftheworld.info
dreamstime.com
adrants.com
aplasticbag.org
shutterstock.com
recyclingsupply.com
talkgreen.ca
20
692
Pictures related to volunteerism
Treebranch.org
21
693
5ones.com
22
694
23
695
696
Module 5 Handout 9
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:
Learning needs:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Materials:
Activities:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
Assessment:
697
698
Teachers:
Civics: ___________________________________
ICT: ___________________________________
English: ___________________________________
CTEL Lesson Number:
Objective:

needed
Warm up:
English
(Background
knowledge and
language)
Activity 1: Civics,
ICT, or English
Activity 2: Civics,
ICT, or English
Activity 3: Civics,
699
ICT, or English
Activity 4: Civics,
ICT, or English
Assessment:
Closure:
700
Module 5 Handout 10
1. How does assessment align with classroom objectives?
2. Is there a rubric for the assessment?
3. How well do materials support objectives and activities?
701
702

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Trainers Guide

Content-Based Instruction and Team Teaching / National Heroes .....................11

Democratic, Student-centered Instruction / Holidays ........................................169

Classroom Management / Diversity and Multiculturalism ............................... 297

Objectives and Assessment / Volunteerism ...................................................... 579

MODULE 1: CONTENT-BASED INSTRUCTION AND TEAM TEACHING

Time Topics/Activities Instructor Information

Hour Introductions and CTEL CTEL Overview: Objectives, Modules, Portfolio,

Please tell teachers that these workshops will be

Please also note that observations are intended to be

Handout 6 technology goals will be developed using English

Ask teachers to discuss the questions on

At slide 6, note that the sample lessons will show

At slides 19, 20, 21, have questions for subject

After 10-20 minutes, elicit answers. If teachers are

stumped, continue the presentation and share

Before Slide 23 or after Slide 28, you can refer to

Slide 31 refers to handout 7, which is a tool for

Handout 8 (referenced in Slide 33) provides a lesson

One of the primary challenges for the teachers will be

Spend some time discussing how the

Hour Introduction to Civic Presentation 2 presents Civic Education topic of

Handout 12 national heroes can be the subject of CBI.

Please see Handout 9 Presentation 2 Instructor

The PDF form of the powerpoint is Handout 9.

Handout 10 contains Lesson Plan Example 1

The presentation includes the steps involved in the

Please emphasize that these are only an example to

The final column of the lesson plan handout

Throughout the lesson, note that the English teacher

After each lesson, there are discussion questions that

Then provide Handout 12 a list of resources about

First they need to discuss, in their triads, a focus and

After this pre-planning, they should move on to

Be prepared to help groups brainstorm a lesson plan.

Participating teachers should work in their triads,

They should plan for a 20 minute microteaching

When they finish they should write their lesson

At the end of the planning hour, ask for 2 triads to

volunteer for whole class presentation

These two triads will have 20 minutes each (with 10

Use Handout 13 for Feedback (2 copies)

Ask for peer feedback (using Handout 13). Explain

Hour Group Microteaching & Wrap

There will be more or fewer triad pairs (or one group

Those who presented in the first hour can wander to

Tell the teachers when you will be coming to visit;

After participants leave, take photos of each posted

Notes on Content Based Instruction for CTEL Program

1. Where did you grow up and go to school?

2. How long have you been teaching?

3. What do you like best about teaching?

4. What is most difficult about teaching?

5. What do you hope to learn from this program?

6. Please share something interesting about yourself: a hobby, an interesting recent

CIVIC AND TECHNOLOGY EDUCATION THROUGH ENGLISH LANGUAGE

GEORGETOWN UNIVERSITY SCHOOL OF CONTINUING STUDIES ENGLISH

Incorporating an integrated approach to content-based instruction in civic education,

Developing student-centered approaches to support learning objectives;

Implementing active, cooperative learning as a classroom management strategy;