lesson+plans

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STUDENT PROTESTS IN THE EARLY SIXTIES by Concetta Croce, Grazia D’Auria and Santa Forgione CLASS: last year of secondary school TIME: 4 hours PREREQUISITES:  1. Basic knowledge of the main factors of crisis after WW II, both in terms of institutional patterns and sociological ones. 2. Basic Linguistic knowledge. AIMS: 1. To know the main phases of students protests. 2. to understand the process of transition from the '50s to the '70s. 3. to analyze the factors of social transformation after student protests. MATERIALS: webquest [] //(involved skills: reading and listening)// VOCABULARY AND LANGUAGE STRUCTURES: SPECIFIC TERMS: activist, student protest, civil rights, napalm, draft test, nuclear testing LANGUAGE STRUCTURES: To allow sb + to do sth To attend + sth EXPLOITATION OF MATERIALS: gap filling exercise
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I n February/March _ students protest the refusal of several chain stores in the South to allow _ to sit at lunch counters. After two years, in

_ over 300 students hold a demonstration against U.S. _. Many onlookers heckle the students.

When 5th Annual Student Symposium was held, guest speakers focus on and in 1965 students protest against __.

(Vietnam War, 1962, civil rights, 1960, African-Americans, nuclear testing)

(involved skills: writing) // You should develop this part to make us understand what the exercise is like // TESTING: oral summarizing //(involved skills: speaking)// That' can be a good start. You should go on developing your idea. First of all identify clearly the texts or the recorded materials you are going to use, then work out the exercises. Remember that a webquest has to be guided.You must know in advance what the students will have to find out. The part about testing shold be developed as well