Unit 2 Lesson plan

Session title Review & Remake of Short Ad Films Date Location The English
Lab

Learner group Grade 8 – age group – 13-14 years Group Size 24 students Duration 90 minutes

Learning aims To develop the students’ English Language Skills through an integrated lesson design that aims to impart skills of
listening & speaking, discussing & creating

Learning objectives To develop students’ listening and speaking skills.

To criticize / review and retell new ways of remaking short ad films

Time Content and teacher activity Learner activity Formative assessment Learning materials and resources

0 – 12 Teacher asks students to
minutes discuss their ideas and percep-
tions of making short ads
Teacher gives a hand out to
complete the mind map of
what short ads focus on
Teacher groups the students
( 3 in a group to enable them
to visualize and frame the
mind map ( handouts will be
distributed – Activity 1 )
A Diagnostic Test – To
test the Students’ Prior
Knowledge
Mind Map – Please see the
attachment below
Students will already be
seated in groups of three
and children will share their
ideas to complete the mind
map that will be distributed
as Activity Sheet 1
Students will interact in Worksheet 1 – Pictures of some
small groups to work on the ads in the internet / magazines / TV
purpose of making short
advertisements/ its various
forms/ media required to
place them / target audience
etc
Rationale - The discussion
motivates the students to
discuss with their peers and
share ideas.
Time Content and teacher activity Learner activity Formative assessment Learning materials and resources

12 -30 Play the video – Kodaikanal
minutes Won’t
Link - https://youtu.be/n-
Sal-ms0vcI
Teacher will give a brief
description of the biography of
the Singer through the cloze
passage.
Post-Listening Activity –
A short quiz --- Guided
Activity – Teacher will talk
about Ashraf and her life as a
singer and about this famous
number that has become so
popular and has proved to
have great clarity to
announce the heavy theme.
Teacher will then project the
cloze passage on the PPT
and will ask the groups to
take turns to fill in the
blanks. The student groups
will be appreciated for the
right response by some stars
on the white board for every
activity.
At the end of the class the
best groups could be recog-
nized for their good skills in
speaking and listening.
Audio Visual Presentation of the
video of Sofia Ashraf
After the Video – A short quiz on
the biography of Ashraf will be
projected on the screen as a
cloze passage and students will
be given turns to complete the
blanks
Projector / White Board

Students discuss the teach-
31 – 60
ers’ questionnaire
minutes
You saw a short film now and
this speaks about a social
problem.
The singer sings a rap song to
express the issue.
1. How serious is the effect of
the film on the viewers?
2. Do you think that the
singer should have used other
melancholic music to convey
this message?
3. What is your opinion about
the target audience for this
ad?
Students will also be given
the questionnaire to discuss
in pairs and give the
answers and the teacher will
initiate the discussion about
the video.
The questionnaire will be evalu- Questionnaire –
ated for their
1) Listening skills
2) Analytical skills
3) Creative skills
Students interact and then there
is a discussion in the classroom
about whether communicating
the serious social problem
through a rap song was a good
choice or not.
Rationale - Children will talk
about the innovative thoughts
in today’s young world and
what reaches the audience.
Students can also criticize and
review the film and create one
of their choices.
 Time Content and teacher activity
61 – 75 The Moment for ME! –
minutes Turn - Taking
Teacher will now initiate
individual conversations from
students to converse on the
topic by writing some phrases
on the board
1) I am in accordance with my
friend ______
2) I quite disagree with the
view of _________
3) I truly second the opinion
of ______________
4) I am not really sure if we
could accept the _______
76 – 90 Wrap up
minutes
Notes
The lesson aims to enhance the listening and speaking skills of the learners.
The lesson will help the students appreciate the work of short advertisements and also work on the effective media to place the types of Ads
The lesson will also help the students create an advertisement that could be more effective than the rap song to take the message to the audi-
ence.
Learner activity
Students will be able to get
into a discussion and create
a floor for themselves to
develop public speaking
skills.
One minute summary
Formative assessment Learning materials and resources
Teacher creates a floor for the
students to express their
individual opinions on the
choice of the rap song / on
the company’s lag
Rationale – Children will be
able develop their public
speaking skills and there will
be an opportunity created for
volunteers who await their
turn to transform the class
into a public arena – the most
awaited moment of all
language teachers.
1. What was the most interest- Wrap Up – Summary Sheet
ing moment of this lesson?
2. Which part of the discussion
is not really valuable?
3. Which is the muddiest point
in the session? ( The one that
is still not clear to you and
something inacceptable from
your point of view )
Rationale – Feedback for the
Teacher by the students
Worksheet I – Diagnostic Test – to test Prior Knowledge
( 1 – 10 minutes )

Your Ideas on Advertisements

Compare Ad films
with Magazines .
What are the words that
come to your mind when
we say “ Ads” ?

The Purpose of creating

Advertisements –
What are the various What are the various
forms of Ads you 1. types of media used
have seen? to place these Ads?
2.

3.

4.

5.
After watching the video
Complete the passage given below about the singer.
In a video that has clocked over 18 lakh ______________ since it was ___________ on YouTube a week _________, Sofia Ashraf, a diminutive 28-year-old,
sprawls on a ________, dances on a boat and leads ________________demanding that ____________ should clean up its ___________ dump.
She grooves and __________ with equal ease in a _________and a T-shirt, asking the ___________to clean up the ____________ waste it is accused of dumping
in ___________, Tamil Nadu. What is ______________ is the burqa.
Denouncing religion wasn’t easy, she admits. “Earlier, a book told me what to do and what not to, what is right and what is not. Now, I had to devise
my own rules,” she says. The effect was so overwhelming, she adds.
Ashraf rapped about ________ causes with her band Peter Kaapi. At a music festival in 2010 in Chennai, she took on Dow Chemical’s handling of the
Bhopal ________tragedy. The news of her performance eventually reached A R Rahman, for whom she recorded a song each in Bollywood movie Jab
Tak Hai Jaan and Tamil movie Maryaan. Ashraf moved to Mumbai, where she joined Ogilvy and Mather. “Chennai was too familiar,” she says. Last
month she quit O&M as Unilever, the target of her latest rap, was the ad agency’s client. The video Kodiakanal Won’t was also produced by an NGO.
Ashraf now looks forward ____ writing content for digital media and television, and rapping on the side whenever she gets a project she believes in.
These days she is reading up on the Internet about “how ex-Muslims are learning to live life without Islam”. Very occasionally, she goes to a mosque,
temple, or church. “Like a music concert gives you an infectious, positive vibe, sometimes a visit to a religious place does the same,” she says.

From the above passage and from the video

1. What do you know about the singer?

Her background -
Her present status -
The famous composers who engage her

2. Do you know more about the UniLever company and the dumping of waste in the Kodaikanal Lake?
3. Have you heard of any such tragedy that has caused serious hazards in India?

4. Were you able to get the names of some of the products of UniLever ?

5.Do you think that the singer should have used other melancholic music to convey this message? Do you get some clues about the target audience
for this ad because of the choice of the rap music?

6. Can you manipulate other ways of making this ad film to work on this serious social issue?
 WRAP UP
1. What was the most interesting moment of this lesson?

2. Which part of the discussion is not really valuable?

3. Which is the muddiest point in the session?

( The one that is still not clear to you )