Rights to education: Alternative schools for marginalised children in Sabah (reading lesson)

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Malaysia Harmoni

Main skill: Reading

3.2.1 Read a variety of suitable print and digital texts to investigate and analyse national issues

Complementary skill: Speaking

2.1.1 Explain simple content on familiar topics from what they read and hear

Materials: Article, Mahjong paper, marker pen, dictionary

Pre-lesson:

1. Teacher distributes the newspaper article.

2. Teacher instructs students to look at the picture on the article and asks students 'what do you think the picture is about'.

2. Teacher asks whether they know every child in Sabah has received the right to education.

Lesson development:

1. Divide the students into groups.

2. Teacher instructs students to read the article and construct 5 questions based on 5W1H.

3. Students play a comprehension game. Each group will asks the other groups questions. Whichever group answers first and answers the questions correctly will get 5 points. But if the group could not answer the question correctly asked by the other group then group that asked the question will get 5 points.

4. Teacher announces the winner at the end of the game.

Post-reading:

1. Teacher distributes mahjong paper and marker pens to each team leader.

2. Teacher instructs students to create a venn diagram to write down the similarities and differences that they have with the marginalized children mentioned in the article.

4. Teacher asks 'As a Sabahan, how do you feel about this issue? Why?'

Reflection: Based on the level of proficiency, each group may not be able to construct all 5 questions. But let this be a challenge for them in the lesson development stage. It's easier to identify winners. In the post lesson stage, it is to test their higher order thinking skills. Identifying similarities allows them to empathize while identifying differences allows the students to be aware of their privileges and empathize undocumented children.

Students' group work (post lesson stage)

Comments

Project-based learning: Envisioning a sustainable city/town (SDG 11)

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...

Social media, misinformation, and government regulation

*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 ...

What is civic engagement? (Listening activity)

*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 listening cloze based on the video. Materials : Handout (student's copy) , video , handout (teacher's copy) 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. Teacher reads through the responses and picks out ones that are rel...

A collection of ESL x Civic & Citizenship Education lesson plans