Eberhard Karls University Tübingen
English Department
Summer Semester 2023
S: Arts, Images, Media: Teaching Visual Literacy (TEFL III)
-
Mario Schadtle
Lesson Plan for a grade 12 course on the topic:
“Introduction and Key Steps of the Civil Rights Movement by means of
analyzing ‘Unite’ by Barbara Jones-Hogu”
D
Student: Serena Hedrich
ID number:⑳
5746482
Subject: English Bachelor of Education (H-2015-1)
Module: Advanced Module Teaching English as a Foreign Language (ENG_BE_11)
Semester: 6
-
Email:
Date: 4th December 2023
,I. Anti-Plagiarism Declaration
2
, II. Table of Contents
I. Anti-Plagiarism Declaration 2
II. Table of Contents 3
1. Needs Analysis 4
2. Content Analysis 5
3. Teaching Rationale: Education on the Civil Rights Movement 7
4. Learning Objectives 10
4.1. General learning objectives of the multi-lesson syllabus 10
4.2. General learning objectives of the specific session 10
4.3. Specific leaning objectives of the specific session 10
5. Methodical Decisions 11
5.1. Homework Assessment 11
5.2. Warm-Up 11
5.3. Lead-In 12
5.4. Pre-Elaborate 13
5.5. Elaborate 13
5.6. Consolidate 14
5.7. Transfer 15
5.8. Cool-Down 15
6. Schedule/Lesson Plan 16
7. References 17
8. Appendix 20
3
, 1. Needs Analysis
This lesson plan is created for 12th (or 13th) graders in a ‘Allgemeinbildenden
Gymnasium’ in Schwäbisch Gmünd. English is the first foreign language of the
students. There are six boys and twelve girls aged 17 to 20 in this class or course.
Most of the students feel ‘safe’ with the language and the language level corresponds
to the requirements or required competencies of the Bildungsplan1. That means most
of the students reached a general B2-level and some also showing parts of C1-level.
This course consists of really powerful individuals and students which means that they
can easily work on their own and have no greater difficulties dealing with complex texts.
They are also capable to summarize these texts and filter the most important and
relevant information. For the students it is not as big of a deal to talk about political and
social matters or having great discussions about it. Different operators and
‘Anforderungsbereiche’2 are already established in this course and the students are
familiar with them.
But there are as well students who are very shy when it comes to talking English in
front of the course even though they are more than able to do it without bigger problems
because their writing exercises (and tests, exams etc.) show that they have the
knowledge. That is the reason why I try to use different exercises and materials in my
lessons to make them feel more comfortable to speak English in front of the others.
This is very important when thinking about the Oral Exam at the end of year 13 for the
Abitur. The mentioned different types of exercises and materials include tandem
speaking, group work and group discussions but as well presentations and discussions
in the plenum, so with the entire cohort.
The students in this class do not have any conflicts or disputes among each other and
they formed one unity over the last school year. They respect each other and no one
feels uncomfortable around the others. Because it is the last year, and they are working
towards their big goal, A-levels, most of the students do their work with great certainty
and give their best working with my materials. There are one or two students who have
a more ‘relaxed’ mindset and do not take things too seriously but with some extra
encouragement from my side it is no problem. Getting the class’s attention works best
when using more visual material like videos, cartoons, photographs and paintings.
Using such visual materials cause the students being more involved and have more
1
(Bildungsplan des Gymnasiums: Englisch als erste Fremdsprache, 2016)
2
(Bildungsplan des Gymnasiums: Englisch als erste Fremdsprache, 2016)
4
English Department
Summer Semester 2023
S: Arts, Images, Media: Teaching Visual Literacy (TEFL III)
-
Mario Schadtle
Lesson Plan for a grade 12 course on the topic:
“Introduction and Key Steps of the Civil Rights Movement by means of
analyzing ‘Unite’ by Barbara Jones-Hogu”
D
Student: Serena Hedrich
ID number:⑳
5746482
Subject: English Bachelor of Education (H-2015-1)
Module: Advanced Module Teaching English as a Foreign Language (ENG_BE_11)
Semester: 6
-
Email:
Date: 4th December 2023
,I. Anti-Plagiarism Declaration
2
, II. Table of Contents
I. Anti-Plagiarism Declaration 2
II. Table of Contents 3
1. Needs Analysis 4
2. Content Analysis 5
3. Teaching Rationale: Education on the Civil Rights Movement 7
4. Learning Objectives 10
4.1. General learning objectives of the multi-lesson syllabus 10
4.2. General learning objectives of the specific session 10
4.3. Specific leaning objectives of the specific session 10
5. Methodical Decisions 11
5.1. Homework Assessment 11
5.2. Warm-Up 11
5.3. Lead-In 12
5.4. Pre-Elaborate 13
5.5. Elaborate 13
5.6. Consolidate 14
5.7. Transfer 15
5.8. Cool-Down 15
6. Schedule/Lesson Plan 16
7. References 17
8. Appendix 20
3
, 1. Needs Analysis
This lesson plan is created for 12th (or 13th) graders in a ‘Allgemeinbildenden
Gymnasium’ in Schwäbisch Gmünd. English is the first foreign language of the
students. There are six boys and twelve girls aged 17 to 20 in this class or course.
Most of the students feel ‘safe’ with the language and the language level corresponds
to the requirements or required competencies of the Bildungsplan1. That means most
of the students reached a general B2-level and some also showing parts of C1-level.
This course consists of really powerful individuals and students which means that they
can easily work on their own and have no greater difficulties dealing with complex texts.
They are also capable to summarize these texts and filter the most important and
relevant information. For the students it is not as big of a deal to talk about political and
social matters or having great discussions about it. Different operators and
‘Anforderungsbereiche’2 are already established in this course and the students are
familiar with them.
But there are as well students who are very shy when it comes to talking English in
front of the course even though they are more than able to do it without bigger problems
because their writing exercises (and tests, exams etc.) show that they have the
knowledge. That is the reason why I try to use different exercises and materials in my
lessons to make them feel more comfortable to speak English in front of the others.
This is very important when thinking about the Oral Exam at the end of year 13 for the
Abitur. The mentioned different types of exercises and materials include tandem
speaking, group work and group discussions but as well presentations and discussions
in the plenum, so with the entire cohort.
The students in this class do not have any conflicts or disputes among each other and
they formed one unity over the last school year. They respect each other and no one
feels uncomfortable around the others. Because it is the last year, and they are working
towards their big goal, A-levels, most of the students do their work with great certainty
and give their best working with my materials. There are one or two students who have
a more ‘relaxed’ mindset and do not take things too seriously but with some extra
encouragement from my side it is no problem. Getting the class’s attention works best
when using more visual material like videos, cartoons, photographs and paintings.
Using such visual materials cause the students being more involved and have more
1
(Bildungsplan des Gymnasiums: Englisch als erste Fremdsprache, 2016)
2
(Bildungsplan des Gymnasiums: Englisch als erste Fremdsprache, 2016)
4
