Qualities of the ideal Member of Parliament/State Assemblyperson (lesson on adjectives)

*Based on Manual Kesedaran Sivik Sekolah Menengah - Tajuk: Sistem Demokrasi

It's the election season in Malaysia. When we vote, that means we are voting for a leader to represent us. This lesson gives the exposure to students that voting is not just about politics per se, but it is also about how we choose our leaders.

Apart from stating the qualities (adjectives), this lesson trains students to reason why such qualities are important for a Member of Parliament or State Assemblyperson to have.

Materials:

Mahjong paper, marker, dictionary, pieces of paper

Learning standard:

Writing 4.1.3 Explain the main points of an idea or argument

Reading 3.1.5 Recognize with little or no support the attitude or opinion of the writer in extended texts on a wide range of familiar topics

Objectives:

By the end of the lesson, students are able to:

a) Use adjectives describing a leader

b) Describe the reason why the leader has such a characteristic (adjectives)

c) Choose three words (adjectives) that describe their ideal Member of Parliament/State Assemblyperson

d) Provide reasons for their choice

Pre-lesson:

1. Teacher tells students about the current election season. (Note: This lesson was done during the season of Malaysian General Election 2022)

2. Teacher asks students what is the election for?

3. Teacher writes students' answers on the board.

4. Teacher explains that elections are for choosing constituent representatives - Member of Parliament or State Assemblyperson

Activity 1:

1. Students think of a leader that they know in real life.

2. Students are divided into groups and are given pieces of paper, mahjong paper, and one marker pen for each group.

3. Every student in the group write down ONE characteristic of the leader that they have in mind. Write it on a piece of paper and paste it on a mahjong paper.

4. On the same mahjong paper, students write down the reason why they choose that characteristic.

Activity 2:

5. Students paste the mahjong paper around the classroom.

6. Teacher tells students to go around the classroom and read the mahjong papers, note down the 3 characteristics that they want for the leader of their constituency, and think of the reasons.

7. Students go back to their group.

Activity 3:

8. Students discuss which 3 characteristics they have selected as their ideal leader for their constituency and write the reasons on the mahjong paper. Every group must agree on 3 characteristics.

9. Students paste their mahjong paper on the board.

10. Teacher checks the content on the mahjong paper.

Reflection: For low-intermediate proficiency students, provide a sentence template for them so that they know how to write their reasons down based on the adjectives (characteristics).

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 answ...

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 ...

Social issues in Sabah (reading)

*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, p...

A collection of ESL x Civic & Citizenship Education lesson plans