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35 minutes Grade 6
Day: Five.
Lesson: Chapter 911. Social Justice Issue: Mass Murdering
Instructional Mode: Discussion
Unit Overview
Main Idea (Claim) Summative Assessment
While appreciating the novel Journey to Joburg as a work of literature, not only Interview Assignment
will the student analyze human rights and social justice issues in the novel but Making a Poster
the student will also learn to value other people as the image-bearers of God.
Biblical Framework
This unit is directly connected to the Great Commandment Biblical Framework. The first and the greatest
commandment is that we shall love God with all our hearts, with all our souls, and with all our minds (Mat.
22:37). If we confess we love God, we know we also shall obey the second great commandment: to love our
neighbor as ourselves (Mat. 22:39). Loving other people as we love ourselves should not be a problem if we
believe everyone is created equally unique in the image of God (Gen. 1:27). In this unit, the student will be
challenged to love other people as the image-bearers of God.
Lesson Overview
Guiding Questions Objectives (know/understand/do/value)
1. What is chapter 911 about? The student will:
2. How do we evaluate social justice issue 1. Know what chapter 911 is about
using a biblical perspective 2. Evaluate social justice issue in chapter 911
3. Why should I care about other people, using a biblical perspective
African, and my worker? 3. Value other people, Africans, their worker as
human beings
Time Instructional Procedures and Strategies
1. Write the agenda on the board:
1. Brief review
2. Read chapter 9 to 11 together
3. Video
4. Assignment
Beginning the Lesson
5 mins. 1. Read the agenda.
2. [Opening Activity] Have four students one by one tell the class about chapter 5 to 8.
3. Show some pictures about chapter 5 to 8 using a PowerPoint slide.
4. Show another photograph to remind students that a photograph can cause someone to share
something.
20 mins. Developing the Lesson
5. [Procedures] Hand out the novel.
6. Read together: have students read, ask who wants to read, and the teacher reads page 46 and
54.
7. Discuss page 46. Is there any of you who thinks that killing hundreds of Black people is
fine because they are less than human beings? Are they poor and useless, so they are better
die than causing problems?
8. Have students think about Genesis 1:27. Why is killing hundreds of Black people not right?
Who are Black people? Are we different than Black people? Says who?
9. Discuss page 54. Is there any of you who thinks that working too hard is no for Mma since
she is less human than her master? Should Mma be a servant because she is born a servant?
10. Refer to page 28. It is right that the master pays Mma to work, but does it mean that the
English Jeremia Alexander
35 minutes Grade 6
INTERVIEW ASSIGNMENT
1. What to do:
Interview your helper, nanny, security guard, or driver. If you have none of them,
you will interview an office boy or a cleaning staff in the school. A questionnaire from
the teacher may help to guide your interview.
2. The assignment:
Write a four-paragraph essay.
3. What to write:
1. In the first paragraph, write the past or childhood life of your worker.
2. In the second paragraph, write what your worker is doing or the tasks of your
worker in the present.
3. In the third paragraph, write what your worker wish he/she could do in the future.
4. In the fourth paragraph, write what you think and how you feel about your
worker. Make some connections with Journey to Joberg.
4. Process:
You must bring your interview results to the class on Day 7. You will be given time in
class to finish your essay.
5. Submission date:
The hard copy of your essay will be submitted on Day 8.
1. Not Yet
CATEGORY 4. High Competent 3. Competent 2. Developing Evidenced
Paragraph All paragraphs include an Most paragraphs include Paragraphs include The paragraphing
Construction introductory sentence, an introductory sentence, related information but structure was not
explanations or details, explanations or details, were typically not clear and sentences
and a concluding and a concluding constructed well. were not typically
sentence. sentence. related within the
paragraphs.
Details The student uses details The student uses details The student uses some The student uses little
English Jeremia Alexander
35 minutes Grade 6
such as explanations and such as explanations and details that are accurate; or no detail to support
examples that are examples that are some details such as and explain the topic.
accurate, appropriate, and accurate and support the examples and
fully support the topic, topic, reflecting explanations are not
reflecting personal understanding of the appropriate for the topic;
understanding of the worker. details do not always
worker. support the topic.
Relevance The reflection in the fourth The reflection in the Student attempts to Most of the reflection
paragraph about the fourth paragraph about demonstrate relevance, in the fourth
worker is relevant and the worker is somewhat but the relevance is paragraph is
meaningful to the student, relevant and meaningful unclear to the reader. irrelevant to the
clearly showing that the to the student, showing student.
student values the worker that the student values
the worker
Making The fourth paragraph The fourth paragraph There is little attempt to No attempt to
connections demonstrates numerous, demonstrates some demonstrate connections demonstrate
explicit connections to connections to Journey to Journey to Joburg or connections to
Journey to Joburg, in- to Joburg or in-class in-class discussions, or Journey to Joburg or
class discussions, or the discussions, or the lines the lines of inquiry. in-class discussions,
lines of inquiry. of inquiry. or the lines of inquiry.
Mechanics Next to no grammatical, Almost no grammatical, A few grammatical, Many grammatical,
spelling or punctuation spelling or punctuation spelling, or punctuation spelling, or
errors. errors errors. punctuation errors.
Comments:
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