T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 groupMultiple Intelligence Lesson PlanУМК “New Millennium English 10 - 11” под редакцией О.Л. ГрозаTopic: Crimes and PunishmentTime: 120 minStudent Objectives:Students will • Develop different types of intelligence • Develop the reading skills (reading for getting specific information) • Think critically by comparing different methods of investigation, different traits of character necessary for a detective • Use graphic organizers to identify punishment for various types of crimes • Practice research skills by completing tasks developing logical-mathematical, visual-spatial types of intelligence • Present research projects to the class • Watch a video-fragment developing verbal-linguistic type of intelligence and audio-skills (listening for getting specific information) • Apply the writing process by suggesting their own continuation of the video-fragment
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 groupA Foreign-language Lesson PlanInvolving the topic “Crimes and Punishment” Phase 1: Ask the students about the main factor of an advanced-developed society. Ask them if a society can be called developed in case it doesn’t have anysystem of punishment. Ask the students: Who maintains the system of punishment and whether police is the only social institution that solves crimes andpunishes criminals. Share the goals of the lesson with the learners. Tell them that after the lesson, they will be able to recognize the types of crimes and other words related tothe system of punishment. Furthermore, they will learn more information about one of the most outstanding detectives of the world – Sherlock Holmes, histechniques of solving cases and they will also try to solve the case and to find the robber.Next, invite them to suggest real-life situations in which they may have to discuss or describe some crime in a foreign language.Time: 5 minDevelopment: existential type of intelligencePhase 2: Ask the students what they know about Sherlock Holmes. You can ask some leading questions: Where is he from? Why is he so famous? Did he gainworld-wide recognition? What crimes did he solve? Did he have companions/assistants? What is his method of conducting an investigation? What traits ofcharacter helped him? Tell the students that now they are going to check whether they were right or not. Invite the students to read out the text entitled "The Mystery of Sherlock Holmes" to the learners. Ask them to listen carefully and to pay special attentionto the various types of crimes (reading for getting specific information). You could also invite one of the learners to do the reading. Sherlock Holmes is the fictional creation of Sir Arthur Conan Doyle, who wrote about the detective in a series of 60 stories published between 1887 and1927. Holmes was famous for his extra-keen powers of observation and deduction, which he used to solve perplexing crimes and mysteries, such as:assassination, mugging, perjury, treason, blackmailing. But most of all he enjoyed cases of forgery, homicides, robberies and swindling. Holmes states that he first developed his methods of deduction while an undergraduate. Holmess primary intellectual detection method is deductivereasoning of the solution to a crime. Deductive reasoning allows Holmes to impressively reveal a strangers occupation.
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 group His earliest cases, which he pursued as an amateur, came from fellow university students. According to Holmes, it was an encounter with the father ofone of his classmates that led him to take up detection as a profession, and he spent the six years following university working as a consulting detective solvingfirst only misdemeanors and then turning to more serious cases of manslaughter, felony, embezzlement and trespassing. He operated from his flat at 221b Baker Street in London, assisted by his friend Dr. Watson. Until the arrival of Dr. Watson, Holmes worked alone, onlyoccasionally employing agents from the citys underclass, including a host of informants and a group of street children he calls "the Baker Street Irregulars".The nefarious criminal Professor Moriarty appears as Holmess antagonist in some of the tales. Sherlock Holmes was an immediate hit in Doyles day and remains so popular that he is sometimes mistaken for a real historical figure. Among the mostfamous Holmes stories are A Study in Scarlet (the first Sherlock Holmes story, 1887) and The Hound of the Baskervilles (1902). Time: 10 min Development: verbal-linguistic, inter-personal types of intelligencePhase 3: Divide the learners into pairs and ask them to list different crimes mentioned in the text and to provide answers to the following questions:What kinds of cases did Sherlock Holmes solve when being an amateur detective?What types of crimes did Holmes like most of all?Why do you think he liked cases of these kinds most of all?What kinds of crimes did Holmes’s deduction help him to solve?In which way did it help him according to your point of view?What are the most difficult crimes to solve, to your mind?Time: 5 minDevelopment: inter-personal, Logical-mathematical, verbal-linguistic types of intelligence
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 groupPhase 4: Ask the students what traits of character helped Sherlock Holmes to solve crimes. What other traits of character could have helped him if he had them. Ask the learners to make individual description of an ideal detective, which traits of character he/she should posses, how he/she should solve cases, whichcases he/she will like most of all and why, whether he/she should work alone or with a companion, whether he/she should have a detective agency, whetherhe/she will help the police in investigations or they will compete, etc. Ask several people to tell to the class about their ideal detective.Time: 10 minDevelopment: Intra-personal, existential, verbal-linguistic types of intelligencePhase 5: Tell the students that now they are going to try to feel what it is like to be a detective or investigator. Divide the learners into 3 groups and give each group a picture of the crime scenes shown below. Ask each group to find the items listed on the left side ofthe picture. When they finish, ask them what a detective can take as evidences; what an investigator should look for on a crime scene; how a detective find canevidences; etc.Time: 10 minDevelopment: Visual-spatial, inter-Personal types of intelligence
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 group
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 group
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 group
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 groupPhase 6: When the learners finish, ask them whether it was difficult to find evidences. Invite them to play a role play and find out the robber. Follow the tips: • Explain to the students that they have witnessed a crime. • Ask them to read the roles that you give them • Give each student a role. • Allow them time to read their roles and then tell them to stand up and mingle with the entire group. • As they mingle they should share the information about their roles to one another. • At the end of the activity put the students into pairs and ask them to tell each other all of the information that they found out from the other students. • As a follow up activity ask the students to write a report of the crime based on the information that they found out. Time: 20 min Development: Bodily-kinesthetic, inter-personal, logical-mathematical types of intelligence You were standing near the drug store; you were talking to a friend who had just come back from vacation. You were listening to her tell you all about her time in Mexico. Suddenly, you noticed three people running from the store. You were talking to a friend about your vacation outside the drug store, suddenly, your friend shouted, "Look!" You noticed three people running from the store; one was carrying a large bag You were waiting in the drug store for a prescription, you were angry because you had been waiting for a very long time. Suddenly, a man pushed in front of you and started shouting. It was 3.30pm; you knew because you had been waiting for your prescription since 3pm!
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 group You were behind the counter in the drug store - serving customers. You were hungry and angry because the customers were being so impatient and you had missed lunch. Suddenly, a man ran up to the counter and told you to handover the money. You were helping your friend behind the counter in the drug store, you actually work in the bakery next door but it was your break and so you decided to visit your friend – now you wish that you hadnt! Suddenly, a man shouted, "Give me the money!" You tried to hide but he saw you! He had blue eyes and was wearing a green shirt and a black sweater with a hat. Your friend gave him $2,000. You heard a man shouting in the drug store; you were looking for headache tablets. Suddenly, you heard a man shout, "Give me the money!" It was 3.30pm; you were going home to watch Oprah Winfrey, she was doing a special program on violent children. You were standing near the counter in the drug store, you saw a man wearing a casual pair of black pants and a sloppy sweater. You were surprised because it was the middle of the summer. Suddenly, he shouted, "Give me the money!" You were holding the door of the drug store open for a woman with a baby. She had a lot of things to carry and so you tried to help her when suddenly two men pushed you; you almost fell! As they ran away, you saw that they were wearing black sweaters. You were walking into the drug store with your baby. You wanted to buy some diapers. You noticed a man open the door for you, but as you walked through the door two men came out and pushed you out of the way. You were standing by the mailbox near the drug store trying to mail some letters, when you saw three men running from the store. One had a bag and two were wearing black sweaters, the last man was following them, he was wearing a red shirt.
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 group You were working at the front of the drug store putting cans on the shelves. You were wearing a red shirt and a black pair of pants. Suddenly, you saw two men running from the store with a bag. You ran after them to try to stop them. You are a police officer. You were standing on the street corner. You suddenly saw three men running toward you; you knew that they were in trouble. You chased them but you only managed to catch the one wearing a red shirt and black pants. When you told him to stop he resisted. You were watching TV at home; Oprah Winfrey was on - your favorite. It was about 4.15pm when the phone rang, it was the police, they said that John had been arrested for stealing money from the drug store. You couldnt believe it- not your son and not when your favorite program was on! You own the drug store. The police called you at 5pm to say that they had arrested John. You have no idea what happened but you always thought that he was a problem.Phase 7: Ask the students if a society should have different punishments for different crimes and whether it is important for a society to have a well-structuredsystem of punishment. Divide the learners into new groups of three and ask each group: • to decide among themselves what kinds of crime are the most serious ones • to categorize the mentioned in the text types of crime and to create their own crimes and punishment system, as shown in the example • Present their tables in front of the class Crimes of Example Society X Time: 15 min Killing People Punishment Level 11 Stealing/Vandalism Punishment Level 9 Treason, Sedition and speaking Punishment Level 7 against the Government Assaulting A Guard or Soldier Punishment Level 5
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 groupDevelopment: inter-personal, Logical-mathematical, visual-spatial, naturalistic types of intelligencePhase 8: Ask students what type of crime they consider to be the most severe one. Ask the learners if a homicide is a serious crime. Now suggest them to watch avideo fragment from the film “The Study in Scarlet” how Sherlock Holmes solves a case of murder (watching for getting specific information). • Let them watch the fragment for the first time. • When finished ask the students to do the task with true/false statements individually, see the table bellow • Check the answers and discuss the them with the class • Let the learners watch the fragment for the second time • Ask the students to continue the story suggesting their own end in written form Let the learners watch the fragment for 2 times. When they finish check their answers. Only after that they can begin writing the end of the story. Time: 20 min Development: Verbal-linguistic, visual-spatial, musical-rhythmical, Intra-personal types of intelligence Statement True False 1. The policemen came to the place of the murder by cab 2. The bloodspots were all over the place of the murder 3. The victim intended to write female’s name – Rachel 4. The murdered man managed to finish writing the name on the wall before the homicide came 5. Sherlock Holmes gathered some ash to analyze it later in the lab 6. A male’s wedding ring fell down of the victim’s pocket when the body was moved 7. The policeman found a lot of objects in the pockets of the victim: A gold watch, Gold Albert chain, Gold pin -- bull-dogs head, with rubies as eyes, Russian leather card-case,
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 group with cards of Enoch J. Drebber of Cleveland, corresponding with the E. J. D. upon the linen. No purse, but loose money to the extent of seven pounds thirteen. Pocket edition of Boccaccios `Decameron, with name of Joseph Stangerson upon the fly-leaf. Two letters – one addressed to E. J. Drebber and one to Joseph Stangerson 8. Sherlock Holmes made notes on the cuffs of his liner 9. Sherlock Holmes said that the culprit was a woman named RachelPhase 9: As the final phase of the lesson, ask your learners to work with a computer game “The Lost Cases of Sherlock Holmes 2” and help him to solve all thecases in order to find the evil genius who planned all the crimes. Ask the students whether professor James Moriarty and Sherlock Holmes have something in common; what traits of character both of them have; whetherthe same traits of character and skills can be used both for good and for bad, etc.Time: 25 minDevelopment: visual-spatial, intra-personal, existential types of intelligencePhase 10: Reflection. Ask student to tell what they learnt during the lessons on the topic, which tasks they liked most of all and why, whether they liked such formof lesson or not and why. They should fill in the graphic organizer of the reflection and then you can suggest them to discuss their emotions/feelings in class. Here the students are asked to devise a series of actions and to place them on the two axes (reward and level of difficulty). Here the reflection is in twophases: firstly the students have to devise the list of “points to plot”, and then they must decide where each action is best placed.
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 groupTime: 5 minAccording to Gardner (1983, 1993, 1999) and Berman (1998/2002), verbal-linguistic learners enjoy expressing themselves orally and in writing, and love wordplay,riddles and listening to stories. Mathematical-logical learners display an aptitude for numbers, reasoning and problem solving, whereas visual-spatial learners tendto think in pictures and mental images, and enjoy illustrations, charts, tables and maps. Bodily-kinesthetic learners experience learning best through various kindsof movement, while musical-rhythmic learners learn best through songs, patterns, rhythms and musical expression. Intrapersonal learners are reflective andintuitive about how and what they learn, whereas interpersonal learners like to interact with others and learn best in groups or with a partner. Naturalist learnerslove the outdoors and enjoy classifying and categorizing activities. Existentialist learners, finally, are concerned with philosophical issues such as the status ofmankind in relation to universal existence.
T. Kuzminykh, K. Kuznetsova, Y. Bryukhova 752 groupCatering for the various intelligence typesThe various intelligence types are catered for in particularly during the following phases of the proposed foreign-language lesson:verbal-linguistic learners: all phasesmathematical-logical learners: phases 3, 6, 7visual-spatial learners: phases 5, 7, 8, 9bodily-kinesthetic learners: phase 6musical-rhythmic learners: phase 8Inter personal learners: phases 3, 5, 6, 7intrapersonal learners: phases 2, 4, 8, 9naturalist learners: phase 7existentialist learners: phases 1, 4, 9