1 GROUP 4 – 21 st Century Skills Skill: Writing - Unit: Multiculturalism in Europe Source: http://libcom.org/library/multiculturalism-undermines-diversity-kenan-malik Learning goal: Writing a speech Assumptions: The students have already read and discussed about discrimination in the world, tolerance and equality connectors and conjunctions Materials: 3 short videos and 3 texts – Merkl, Sarkozi and Cameron’s opinion about multiculturalist policies and 2 speeches One Image and one Cartoon Worksheets: matching; fill-in-the gaps Software/Tools: SmartDraw or Mindjet; Bubbl.us; Easybib or CitationMachine; Blog (Blogger or Wordpress); Microsoft Publisher or Issue; ActivInspire; EasyPolls; Rubistar.
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Assumptions: The students have already read and discussed about
discrimination in the world, tolerance and equality
connectors and conjunctions
Materials:
3 short videos and 3 texts – Merkl, Sarkozi and Cameron’s opinion about
multiculturalist policies and 2 speeches
One Image and one Cartoon
Worksheets: matching; fill-in-the gaps
Software/Tools: SmartDraw or Mindjet; Bubbl.us; Easybib or
CitationMachine; Blog (Blogger or Wordpress); Microsoft Publisher or Issue;
ActivInspire; EasyPolls; Rubistar.
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Genre: How to write a speech?
The structure of a speech + A speech model – Opening ceremony of the
European Youth Parliament
A. Generating ideas
Sts start by drawing a KWL chart using SmartDraw or Mindjet
Brainstorming – Multiculturalism – What does it mean?
Sts comment on the Image and Cartoon
Step 1 - Use the board or bubbl.us to organise the ideas according to categories. Students will also be able to practise Speaking and Listening Skills.
Discrimination vs Tolerance (immigration, refugees, children, women);
Lifestyles (civic engagement)
Globalisation or Americanisation
Public figures (Mandela, Luther King, Gandhi, Betty Friedan);
Solution (volunteering, humanitarian organizations, awareness through art
forms, not being silent in everyday life)
Step 2 – Search information. (quote sources)
women/men
children
ethnic minorities
immigrantsa
discrimination versus tolerance
Public figures
Multiculturalism
Mandela
Gandhi
M.L.King
government policies
civic engagement
awareness
volunteering
Solution
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Researching on the Internet: From the previous topics, get some
real and relevant/curious information and summarise it reporting
what you read, listened or saw about in groups/pairs.
Sts learn how to cite sources by using specific tools, for example:
Easybib(http://www.easybib.com/) or CitationMachine
(http://citationmachine.net/index2.php)
(Watching the videos or reading the texts provided)
Build up a mind map. Register main features regarding: Content
(Multiculturalism) and Form (Speeches)
Take relevant notes bearing in mind your final task (drafting
sentences or chunks of a speech which express others’ opinions or
even yours)
Making some vocabulary extension exercises
B. Focusing on and organising ideas
Deciding which area students would like to focus and the relative
importance they would attach to each of them.
(Ideas for an introduction of the subject, which would be worth
developing and those which would be conclusive)
Pair-work: Each student is given a piece of paper and the title for a
speech (Multiculturalism in Europe). He/She must write main ideas
on the subject. Then compare them with a partner. Afterwards,
they should share their ideas with the rest of the class.
Decide on which of the main ideas generated are the most
Use a graphic organiser: using students’ ideas and providing
collocations which will give students tools to express their own
ideas.
Students write freely.
C. Focus on a model text
Examination of a model text to raise students’ awareness of the
conventions of the genre.
Groupwork:
Reading Cameron and/or Youth Parliament speech and recognising
the structure of the speech by comparing/analysing it with the
model.
Students are given more than one example of a speech and a “genre
analysis form” to identify the features and language they have in
common.
This will raise awareness of the features of the genre and provide
them with language “chunks”.
Students identify the functions of different paragraphs.
Students are given a speech with gaps: the topic sentences were
taken out and they must put them back into the right place.
Flipchart (ActivInspire). Students are given a description of the
main elements of a speech with gaps: students must fill in the gaps
with the jumbled words provided from a box. (see materials)
These exercises raise awareness of the organisation of the speech
and the importance of the different features.
D. Organising ideas
Once students have seen how ideas are organised in typical
examples of the genre they start organising their own ideas in the
same way.
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Groupwork: Students draft a plan of their work (to write a speech)
including how many paragraphs and the main points of each
paragraph.
This initial draft is pinned up around the room for comment and
comparison.
Students collect the drafts and add the ideas produced earlier into
main and supporting arguments.
E. Writing
Drafting
Groupwork:
Read the model speech and try to match the ideas within its
structure.
Start your speech with a quote or something you think may be
appealing.
e.g. “We become not a melting pot but a beautiful mosaic. Different beliefs, different yearnings, different hopes, different dreams.”
(Jimmy Carter 39th
President of the USA)
e.g. “We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter what their color.”
(Maya Angelou - American author and poet)
Use the connectors and conjunctions to express and stress your
point of view and convince the audience (don’t forget who you are
addressing to!). Students are given a table with examples of
different types of clauses and how to use them.
You can also show some impressive pictures to enhance your ideas.
Simplify sentence structure, check usage and spelling, and
punctuation.
After 2 or 3 drafts, students reach a final version.
Home Work: Students will type it down using the word processor.
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F. Peer evaluation
Groupwork: The groups exchange the different final versions and
start peer evaluation /proof reading.
Students must comment on: what they liked/didn’t like about the
different pieces of writing; what they found unclear.
An extremely helpful strategy in this kind of revision is to outline the
paper and see, in a schematic form, how the piece breaks into parts and
moves from one section to the next.
You can encourage your classmates to speak and ask you some
questions or give their own opinions either about the subject you
are presenting or about the speech itself in terms of persuasion
power and linguistic correction.
Check if they got the main point, if they know where to locate
points of support or relevant data.
G. Reviewing: Proof reading
Groupwork: Students correct the texts regarding:
Content/Form/Grammar and Spelling.
Students are given a list of codes to help them correct their own
writing and learn from their mistakes.
The speeches are handed back to the rightful authors who must
revise the corrections/comments made and see if they
agree/disagree with those.
The final versions are rewritten and typed down again.
Sts can publish a short booklet/e-book, using, for example,
Microsoft Publisher or Issue and then upload it onto their Blog.
H. Contest
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A panel/jury is formed (1 member from each group) to select the best
speech. The best text wins a prize.
Rubrics for Speech Writing: The groups could draw a chart/grid with
the most important features to be evaluated by the panel/jury. This
could be done “live”: the grid is projected and everyone sees which
texts get more votes and where the points go…
+++
All the learning process of speech writing (step by step, task by task)
will be uploaded onto a Group Blog where all the groups will intervene,
make remarks and discuss their work at any time after class.
The voting procedure itself could be done through a survey tool
online, for example EasyPolls (https://www.easypolls.net/). In this
case, there wouldn’t be a panel/jury, but a universal ballot!
In the following lessons students could do a role-play and debate,
practising reading, listening and speaking: Imagine they have been
invited to deliver their speeches at the General Assembly of the UN!
For this purpose, each group will choose a spokesman/woman.
Susana Vieira, Helena Marques, Graça Coelho, Alice van Raamsdonk,