A collection of ESL x Civic & Citizenship Education lesson plans

The driving question: How do you envision your town/city to be more sustainable?  *Before starting the project, identify an organization or a group of individuals who can provide feedback on your students' PBL product. Write a formal letter endorsed by your principal inviting them to partner with your school.  Objectives: 1. Enhance students' vocabulary (less common lexis) on the theme of 'environment' 2. Produce community solutions in the context of sustainable city/town planning English language proficiency level:  Intermediate to Advanced Stage 1: Introduction to sustainable city/town planning  (Period of implementation: 1 - 1 and a half hour) 1. Show a video on 'sustainable city planning' to students on Youtube (Listening activity)       a) Show them this video -  https://www.youtube.com/watch?v=ViJIJh-BNq8   b) Distribute this handout to them. They watch and listen while filling out the handout. Play the video twice. Check for answers.  c)  Show this video

*Based on 'Manual Kesedaran Sivik Sekolah Menengah' - Tajuk: Sistem Demokrasi Note: This lesson can be a continuation for  '2022 Johor state election: Johor youth decides'  lesson or it can be a stand-alone lesson   Objective :  1) Fill in the handout with questions based on the video. 2) Write down the definition of new vocabularies from the video. Materials : Handout (student's copy) , video , handout (teacher's copy) , dictionary Pre-lesson: 1. Teacher asks students what they were taught about the election (refreshing on the  2022 Johor state election: Johor youth decides  lesson) OR 1. Teacher asks the students what do they know about 'elections' or 'civic engagement' 2.  Teacher distributes the cut-up pieces of paper and asks the students to write ‘what do they   know   about it and ‘what do they   want   to know about it’ 3. For 'want', prompt them to use 5W1H to form questions 4. Paste the papers on the KWL chart on the board. 5. T

 Based on curriculum specifications - Core value: Responsibility (Global Sustainability) Objectives: 1) Students will be able to categorize environmentally friendly and non-environmentally products. 2) Students will be able to evaluate the impact of their consumption choices on transportation, production, and the environment, society, and their own well-being. 3) Students will be able to identify products that align with their values and boycott products that go against their beliefs. Materials: Whiteboard and markers, video, computer, big paper Procedure: Show  video Warm-up (10 mins):  1. Ask students what is the item shown on the video and what are the environmental impacts as a result of the product? 2. Ask students to brainstorm the different types of products they consume on a daily basis. Write these on the whiteboard. Then ask students to categorize these products as either environmentally friendly or not. Evaluation of consumption choices (20 mins):  1. Teacher divides student

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Keamanan sejagat Objective: By the end of the lesson, students will be able to comprehend the main ideas and details of an article on the most serious terror threats in Malaysia and the Philippines. They will also develop critical reading skills and engage in visible thinking routines to analyze the text. Skills: Reading and writing Materials: The article "The most serious terror threats in Malaysia and the Philippines" and 'How to prevent terrorist attacks Copies of the article for each student Small squared pieces of paper Warm-up (5 min): Ask students what they know about terrorism in Southeast Asia. Have they heard of any terrorist groups in the region? What do they know about them? Write their answers on the board. Pre-Reading (10 min): Ask students to look at the title and the picture in the article. What do they think the article is about? What do they expect to learn from it? Introduce the close and critic

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Setia *This lesson is a modification and extension of the reading lesson in Chapter 2:2a Form 4 'Full blast' textbook but integrated with the Malaysian context. Objectives: 1. Identify the objectives of Malaysian NGOs. 2. Create a mock NGO with 2 objectives based on an issue assigned to each group, and present it to their peers in English. 3. Plan a program for their NGO. Materials: video , articles of Malaysian NGOs , worksheet , handouts of issues , big white paper Activity: Pre-lesson: 1. Students watch a video about NGOs. 2. Ask the students about what kinds of NGOs are there based on the video. Write their responses on the board. Lesson 1: 1. Students read the texts of Malaysian NGOs and write down the aim of each objective in the worksheet. 2. Check students' answers. Lesson 2: 1. Form students into groups of five. 2. Distribute the handout of issues to every group. Assign one group to one type of issue. 3. D

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Persahabatan Merentasi Sempadan This is a lesson plan aligned with Form 4 Chapter 1 : Let's Chat. By the end of the lesson, students should be able to: 1. Define the term 'misinformation', 'disinformation' and 'malinformation'. 2. Write down their thoughts about the article. 2. Discuss about the pros and cons of government regulation on social media. Activities: 1.    Show a video on ‘Misinformation, Disinformation, and Malinformation'. 2.  Ask students to choose the correct definition of the terms - ( download powerpoint slides ) 3.  Teacher distributes the newspaper article:   Teo Nie Ching: Communications Ministry to  focus on addressing misinformation on social media  (advanced classes), (low intermediate version) 4.  Students read the article for 5-10 minutes. 5.  Ask students ‘what’s going on?’ & ‘what do you see, hear or read?’ and write their answers on post-it notes and paste them o

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Keamanan sejagat Learning standard: Reading 3.1.2  Understand specific details and information in extended texts on a wide range of familiar topics Reading 3.2.1  Read a variety of suitable print and digital texts to investigate and analyze national issues Objectives:   1. Students will be able to understand and analyze a text about social justice issues in Sabah. 2. Students will be able to identify the headline for the articles. 3. Students will be able to express their opinions on social justice issues based on the Visible Thinking Routine. Materials:  Articles about social justice in Sabah, big white paper, markers Warm-Up: 1. Review key vocabulary related to social justice (e.g. equality, fairness, rights). Ask students to provide their own examples of these concepts. 2. Ask students if they have heard of any current social justice issues or movements. If so, discuss briefly. If not, provide some example