• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Unit plan   no man are foreign

Unit plan no man are foreign






Total Views
Views on SlideShare
Embed Views



0 Embeds 0

No embeds



Upload Details

Uploaded via as Microsoft Word

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.


11 of 1 previous next

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • Hello
    my name is Queen
    i saw your profile today and became interested in you, i will like to know you the more, and i want you to send an email to my mail so that i can give you my picture for you to know whom i am. Here is my email address [jobe.queen@yahoo.com] I believe we can move from here. I am waiting for your reply in my mail don't send it in the site.
    [Remember the distance or color does not matter but love matters allot in life]
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment

    Unit plan   no man are foreign Unit plan no man are foreign Document Transcript

    • Intel® Teach ProgramEssentials CourseUnit Plan Unit Author First and Last Name Kamlesh Joshi School Name MPS English Medium School School City, State Bharuch, Gujarat… Unit Overview “A thought of war can only be defeated by the thought of peace…” Unit Title No men are foreign… Unit Summary This is a simple poem named by No men are foreign, which tells us that we should not consider anyone as foreign or strange. Through this project students will inculcate some of the major values in life, such as unity, achievement, activeness, affection, awareness, carefulness, creativity etc. ‘Humanity is the same all over the world and in harming anyone we are harming ourselves, to accomplish this vital message to them by conducting certain type of gratifying activities which enforce and enhance them to lean forward to learn many things. By doing tasks like pre-task, while task and post task they will understand the central idea of this poem. In addition to that, they will also learn LSRW skills. The project stands for the making a man to comprehend the simple philosophy of life is that in destroying another country we are destroying our own Earth. They will also work in group and pair, so by this they also learn to co-operate with each other. They will reflect on KWL chart their innovative ideas on what they know? What they want to know? And what they have learned? After the conclusion of the project, they would be well learned with this central idea of the poem. The poem is obviously a strong plea for universal brotherhood. “When we wage war against others, we only defile our own earth.” Subject Area English, Social studies, Environmental studies, Class Level 7 Approximate Time Needed 1-2 Months - 4 periods of 30 minutes each a week Unit Foundation Targeted Syllabus Guidelines© 2008 Intel Corporation. All Rights Reserved. Page 1 of 11
    • Intel® Teach ProgramEssentials Course As per the guidelines of CBSE (Central Board of Secondary Education) for the seventh standard.  To develop and integrate the use of the four language skills - listening, speaking, reading and writing.  To enhance the ability of the candidates to express their ideas and feelings in their own words.  To provide candidates with exposure of good and appropriate literature in English.  To build their views on the same ‘Humanity’ all over the world.  To develop the understanding of universal brotherhood.  To aware them regarding the peaceful world around. Targeted 21st Century and Higher Order Thinking Skills Communication, Collaboration, Critical thinking, Problem solving, Technology Fluency, Co-operation, Creativity, Self direction & social responsibility. Student Objectives/Learning Outcomes Objectives: The purpose of this poem is to broaden students’ understanding for universal brotherhood. Students will:  To acquaint students about the problems faced by the people after war.  To bring social awareness among students about the results of war and terrorism.  To uplift their understanding in terms of unity in diversity around the world.  To help students to think universally.  To raise awareness about the life of common man and an alien.  To help students to pursue understanding about possessive nature of human being. Aims For:  Regardless to comprehend, “United we stand, divided we fall.”  To promote them to become responsible citizens of the country.  To motivate them to love each religion of this world.  To encourage them to understand the lesson of fatherhood of god and the brotherhood of man.  To develop an international outlook. Curriculum-Framing Questions  Which are the ways of living happy and peaceful life? Essential Question  Do we face any variables or troubles when we are living happy life?© 2008 Intel Corporation. All Rights Reserved. Page 2 of 11
    • Intel® Teach ProgramEssentials Course  By whom do we face troubles? Does other really trouble us? Unit Questions  What are the ways through which we can stop massacre (our problems)?  What do you understand by this phrase, “No men are foreign”?  To whom do we have to consider as foreigner? Are Content Questions they having alien soul?  Really, ‘A thought of war can only be defeated by the thought of peace.’ Explain in your own views. Assessment Plan Assessment Timeline© 2008 Intel Corporation. All Rights Reserved. Page 3 of 11
    • Intel® Teach ProgramEssentials Course Before project work Begins Students work on projects and complete tasks After project work is Completed  Icebreaking  Visual  Questioning  Auditory  K-W-L Chart  Brainstorming  Online Discussion Guidelines  Garner the figures  Tactile (field-trip & interview)  Debate Rubric  Online Discussion Checklist  Awareness Drive  Drama (Street play)  Blog  K-W-L Chart  Evaluation Sheet (Including LSRW)© 2008 Intel Corporation. All Rights Reserved. Page 4 of 11
    • Intel® Teach ProgramEssentials Course Assessment Summary Continuous and Comprehensive Evaluation is ongoing process for this project. In this project, students are assessed continuously and comprehensively according to their performance of given tasks. Student learning is assessed by organizing an awareness drive on unity, street play, cartooning and multimedia presentations etc. Students share their opinion on the blog regarding activities they have done, also students reflect on their learning in a reflective manner on contributing to making a better tomorrow. The assessment will be mixture of students’ self-assessment and teacher-based detailed feedback at the end of the project. Use of questioning, debate, discussions and observation throughout the unit to assess students’ understanding in terms of understanding of topic. The K-W-L and questioning is used to gauge students’ needs. Discussion guideline and debate rubric is used through the project for guiding debate and discussion process. (Brainstorming sheet is used to check on whether students are thinking in broader perspective.) Checklist is used to guide students during project. As students post their entries for debate, share their thoughts, ask them to use the blog to guide their work. Unit Details Prerequisite Skills  Good presentation skills without stage fear  Knowledge to operate computer– MS Word, Power Point etc.  Knowledge of Internet research, collect materials and consolidate it.  Functional knowledge of using Digital cameral and Video camera.  Skills of writing, reading and tabulating Instructional Procedures Prior to instruction  Explain the project outline with the administration and request for the project implementation and if even support required in completing the project.  Find out audio and video clips regarding the theme of peace, war and unity.  Prepare handouts, K-W-L chart, activities, list of Web sites.  Prepare online discussion guidelines & debate rubric. Pre-task  First of all try out to build a good rapport with students and even among the students, teacher will make students to play one game named by a “Memory Lane”. Divide the students into groups of ten and instruct about the rules of game to play.© 2008 Intel Corporation. All Rights Reserved. Page 5 of 11
    • Intel® Teach ProgramEssentials Course  Memory Lane  Ask each group of the students to list three major world events that happened the year in which they were born, and then let the other members guess the year and post a short response. Note: Let them be initiative to take part in the game and tell to elaborate that event that happened near to their birth and related to any event that shows massacres. After the completion of game, do ask some questions regarding activities and video clips that teacher will show them instantly after a short introduction, as they like it or not, ask some more questions including:  What did you observed from those clips?  What was actually going on?  What were they doing?  Why they were fighting?  What was the result so far? Note: Allow them to listen audio with that clips so they could feel what actual condition of people who live near such places? Or how people around world? Let the students fill in K and W column of the K-W-L chart to understand the prior knowledge of students on war and peace and what they would like to know about war and peace. Brainstorming (Beginning of while task) In the beginning of while task or after introduction of session let them drag into activity called brainstorming, is a group creative technique designed to generate a large number of ideas for the solution of a problem. It helps to generate creative solutions. In this teacher will distribute some handouts to the students and even open that page in large form through the use of projector. Teacher will instruct the rules of this activity and will tell to fill it out in given time. Students will be motivated towards task which given to them and also enjoy it by storming their mind. Discussion and Debate Students will be properly divided in various groups to discuss and debate about placed topics like war and peace. Students have to be divided in group of eight and will talk over one specified topic that has been given to them. In debate, a talk will be formed between sides with different views. Students will speak for or against something before making a decision. In debate they will infer about their topic and put forward their supportive ideas. In debate they will talk about “There was never a good war or a bad peace.” Teacher will also infer about actual central point that has some central ideas regarding given topic, also includes feedback.© 2008 Intel Corporation. All Rights Reserved. Page 6 of 11
    • Intel® Teach ProgramEssentials Course Online Discussions: A great advantage of online discussions is that they can happen almost anytime, anywhere. Online discussions can also deepen students understanding of the project, and they can help you forge stronger connections with fellow participants or students. Discussions are a critical component of an online environment, and they build the online learning community to enhance and support the curriculum-framing questions. In this, they also be divided into group and their small group will discuss online regarding their quires reference to curriculum-framing questions. Even they can google any expert online so they would inform actual context and information about those points. Therefore, student’s participation in the discussions is crucial to deepening their understanding of the unit. Imply the Project Show students collected video clips of war, peace and unity, and brief them about the project they would be doing to answer that ‘No men are foreign.’ Make them aware with the project theme that what are they going to do? Tell them to find out related pictures on the basis of war, peace and unity. After collected those pictures, let them allow preparing presentation after showing your crucial presentation and ask questions to verify understanding of the students mean while of your ongoing presentation. Show a presentation on project processes and guidelines. Straight away, point out various assessment strategies involved in assessing the student skills. Activities: 1. Secondary information 2. Interview 1. Students will gather the information regarding the world war two and will gather the data about people who died in Nagasaki and Hiroshima. (Will find out information from internet or other sources like history world war books) 2. (After that students will prepare questionnaire on the basis of war and can give people to fill it up. (Questionnaire will be done with common people around society.) Or 3. Students will take live interview of people who are aware with such incidents around them happened. (Interview will be done with political intellectual leader, religious gurus, government officer etc) Research Allow students to conduct research on the events that recently happened in terms of war and peace or unity. Tell them to find out appropriate data regarding that incident they are going to take for their© 2008 Intel Corporation. All Rights Reserved. Page 7 of 11
    • Intel® Teach ProgramEssentials Course group through secondary information. Also handover students with list of websites that refer the basic information about that topic. Even after if, monitor each group closely and arrange one to one conferences with groups during the session. To do research to know the thoughts of people about foreigners. So orient students to discuss with their parents, neighbors and people of society with the use of questionnaire. After a successful completion of it let them allow conducting expert interviews regarding central idea. Even tell to create awareness regarding that “for others are we aliens or foreigners?” At last refer the site http://champions.groupsite.com/page/faqs to get frequently asked questions on humanity, war and peace. Erudition Motivate & encourage students to refer the rubric and work towards the excellent of the project. Distribute the rubric with the students to share the expectations from this project. Allow them to prepare supportive material by themselves and guide or council if required. Even tell them to assess them selves while doing all activities through on going process. Ask student to refer internet and tag comment if needed more information from that site. After that ask students to prepare a multimedia presentation to present their views and findings from the assembled data. Excursion Excursion enriches students’ learning, and for this project expedition is necessity like anything. Tactile can be done only through live experience. One can take student for the relief of those soldiers who are fighting at the border of India (Leh, Kashmir). Let them observe that situation lively, make them away form sensitive areas and take care of them also. It would be a great experiential-based learning for students. At the same time let them allow to take interviews with people over there and ask them to observe each situation of people around them. Do ask for their thoughts on the life of Leh. Transmission of motive After a completion of successful trip ask them to prepare presentation on what is their actual motive. Inspiration and motivation should be well provided when teacher’s presentation is going on and make them clear with the idea that what they are going to do with. After teacher presentation imply well prepared while tasks to the students. Clearly instruct them about your while tasks and let them finish it in given time, even during tasks do observe them carefully that they doing with their essential efforts. Go to each group of the students and if possible instruct on each topic of given tasks properly. At the end of task let them know again about their presentation preparation that how will they do, with sequence, authenticity and appropriateness. Blogging Blogging is a greatest source to share things on Internet. Blogging offers lots of exposure, brings lots of knowledge and opens new opportunities in life for those students. Students share their experiences on the blog. They share their views about central theme of poem ‘No© 2008 Intel Corporation. All Rights Reserved. Page 8 of 11
    • Intel® Teach ProgramEssentials Course men are foreign’, post comment regarding disharmony among all countries. Drive and Drama Before going for awareness rally let them be well prepared for short drama on unity. Let them comprehend the concept of, “United we stand, divided we fall." Also let them prepare this short play by themselves so they will also improve their writing and critical thinking skill. After preparation of short play practice teacher should observe it and do changes if needed. With ongoing awareness rally be with them and between the street let them do their short play to entertain with wise meaning of message of unity in diversity in the world or universal brotherhood. Teacher can personally assess while their performance of doing those task lively and continuously. Closing with Evaluation sheet (Final post task) Handover handouts that prepared by teacher and instruct wisely to fill it properly. Give them some time to fill the hand out and let them do it individually. Ask the students to fill in L column of the K-W-L chart. At the end of the project let them allow to switch over the blog and let them write their personal experience and comment whatever they have felt during the project. Accommodations for Differentiated Instruction  Resource students will help in activities done by gifted groups.  Street play will be performed by these students because they are actually well versed in these kind of things.  They will try to learn the innovative ways to be done by talented students.  They will discuss about the points of given topic in general way. Special Needs Student  They will take part in competition that has to be done in the group.  They will be with interviewer so it will be a chance to learn for them to ways of conducting interviews.  They will also share their ideas regarding those tasks and add suggestion to it.  Share experience about project and learning outcomes.© 2008 Intel Corporation. All Rights Reserved. Page 9 of 11
    • Intel® Teach ProgramEssentials Course  Gifted students are wit stand pillar for this project.  They will prepare questionnaire or they will take interview of some expert people who can give good message to society for the awareness in terms of unity in diversity.  They will also initiatively take part in debate to make good conclusions. Gifted/Talented Student  They will do internet research and online discussion with those experts who can give broader answers.  They will also prepare dialogue for the short play that will be played by resource students.  They also will help resource student to complete tasks and activities in a better way. Materials and Resources Required for Unit Technology—Hardware (Click boxes of all equipment needed) Camera Laser Disk VCR Computer(s) Printer Video Camera Digital Camera b Projection System Video Conferencing DVD Player Scanner Equip. Internet Connection Television Other       Technology—Software (Click boxes of all software needed.) Database/Spreadsheet Image Processing Web Page Development Desktop Publishing Internet Web Browser Word Processing E-mail Software Multimedia Other       Encyclopedia on CD-ROM  VII grade text book  Articles and issues on war and peace. Printed Materials  Handouts for the students.  Evaluation sheet for the students to evaluate them.  Note Book  Pen / Pencil Supplies  Blank pages© 2008 Intel Corporation. All Rights Reserved. Page 10 of 11
    • Intel® Teach ProgramEssentials Course War between India and China  http://en.wikipedia.org/wiki/Sino-Indian_War  http://www.globalsecurity.org/military/world/war/indo- prc_1962.htm  http://pakalert.wordpress.com/2009/03/01/the-coming- war-between-india-and-china/  http://www.strategypage.com/militaryforums/72-20161.a spx War between India and Pakistan  http://en.wikipedia.org/wiki/Indo-Pakistani_War_of_1971  http://www.globalsecurity.org/military/world/war/indo- pak_1965.htm  http://thecurrentaffairs.com/operation-gibraltarfirst-war- Internet Resources between-india-and-pakistan.html  http://www.infoplease.com/ce6/history/A0825128.html war and peace  http://en.wikipedia.org/wiki/War_and_Peace  http://www.online-literature.com/tolstoy/war_and_peace/ war and unity or peace and unity  http://books.google.co.in/books? id=TGWJqit33k4C&printsec=frontcover&dq=war+and+unit y&source=bl&ots=XNxFnLr3Iq&sig=CYpVnuVvbCqgxv2ln0 Y68PlnKyM&hl=en&ei=4RTmTMLaMs7XcbnQ4dkK&sa=X& oi=book_result&ct=result&resnum=1&ved=0CCEQ6AEwAA #v=onepage&q&f=false  http://en.wikipedia.org/wiki/Global_Peace_and_Unity  http://en.wikipedia.org/wiki/Unity_for_Peace_and_Immigr ation  Invite any guest or expert who can ponder over such topic and Other Resources explain students in simple way and reach to the goal directly.Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation.Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program aretrademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.© 2008 Intel Corporation. All Rights Reserved. Page 11 of 11