Short Description
This lesson plan can be used in English with pupils in vocational or general programmes. It is especially relevant for pupils in Healtcare, childhood and youth development (HO/HES) or Restaurant and food processing (RM/RFG) being a useful starting point for vocational/FYR related tasks within English.
The aim of the plan is to use the film Inside I’m Dancing to engage the pupils in a discussion centred around disability/impairment and universal design. The pupils will explain, explore and elaborate on key topics. They will also analyse and reflect. They will use three of the basic skills (grunnleggende ferdigheter): å kunne uttrykke seg muntlig, å kunne bruke digitalt verktøy, å kunne skrive.
Den generelle læreplan
Filmen dekkjer fleire tema som ein kan diskutere innanfor hovudområda: Det meiningssøkjande menneske, kulturarv og identitet (s. 2) og Det integrerte menneske (s. 8).
Competence Aims in K06
Engelsk
Muntlig kommunikasjon
- forstå og bruke et bredt generelt ordforråd og et faglig ordforråd knyttet til eget utdanningsprogram
- uttrykke seg på en nyansert og presis måte med god flyt og sammenheng, tilpasset formål og situasjon
Kultur, samfunn og litteratur
- drøfte engelskspråklige filmer og andre kulturuttrykk fra forskjellige medier
- drøfte kultur og samfunnsforhold i flere engelskspråklige land
Muntlig kommunikasjon
- lytte til og forstå sosiale og geografiske varianter av engelsk fra autentiske situasjoner
Helse- og oppvekstfag Vg1
Kommunikasjon og samhandling
- gjere greie for og gi døme på kva haldningar, verdiar og menneskesyn er, med utgangspunkt i ulike psykologiske perspektiv
- kommunisere med ulike brukarar ut frå deira behov og modningsnivå
- grunngi og vurdere eigne haldningar og veremåter når omsorg og utvikling hos brukaren er målet, uavhengig av kultur, religion, livsførsel og funksjonsnivå hos den andre.
- forklare kva sosial kompetanse vil seie, og gi døme på korleis ein sjølv kan bruke sosial kompetanse i møte med menneske som er avhengig av tilbod i oppvekst-, helse- og sosialsektoren.
Vg2 HEA (Helsearbeider)
Yrkesutøvelse
- gjøre rede for gjeldande regelverk om kvalitet i pleie- og omsorgtjenesten og drøfte hva faglig forsvarlig og omsorgful helsehjelp innebærer
- forklare hva brukermedvirkning innebærer, og vise til relevant regelverk
- forklare prinsippene for universell utformimg
Vg2 HES (Helseservicefag)
Yrkesutøving
- forklare prinsippa for universell utforming
- sosialsektoren og gi eksempler på hvordan regelverket skal sikre befolkningen rett til et helhetlig helse- og sosialtilbud, herunder individuell plan
Teaching Objectives
The project should enable the pupils to
- achieve an increased understanding of disability/impairment and universal design
- obtain an insight into and show knowledge of different cultures
- develop their listening, oral, discussion and teamwork skills
- demonstrate a wider range of general and program-related vocabulary
Debriefing and Assessment
- If working on Google docs, then the groups could assess each other’s video presentations or texts. Provide them with an assessment form for skriftlig/muntlig vurdering (see resources).
- Summary - ask them to write up on the board “What is the biggest challenge of being disabled?"
OR, Use a consensus mat sheet (this ressurshefte) and ask each person to write down the most important things they have learnt from watching the film, including words and terms, and then agree on what should be written in the centre box to be shared with the rest of the class. - Egen vurdering. Give the pupils a sheet of paper with a Continuum-Value line:
- Ask the pupils to put a cross on the line (above) reflecting their opinion, and then ask them to stand and form themselves physically, in a line according to where they have placed their cross on the paper. Each pupil should then talk to the two pupils either side of them and give reasons for their choice. The line can be formed into a circle so that the pupil who feels that they learnt the least stands next to the pupil who feels that they learnt the most.
- Written work and video presentations can be handed in and assessed by the teacher too. The role-plays can be assessed by fellow pupils or the teacher.
Resources
Attachments:
Sheet 1 - Themes and Kompetansemål
Sheet 2 - Film summary
Links
- How to write a film review (ndla)
- Information on Cerebral Palsy
- Irish films (includes work sheet)
Preparations
Teacher
- Book auditorium or make sure computer, speakers and projector works
- Have film at hand
- Have discussion points on paper for the pupils to think about during the film
- Prepare posters and hang up in classroom
- Make a vocabulary list
Pupils
Notebook, pen or pencil
Plan of Lessons
Pre-film activity
Activate pupils’ previous knowledge. Have pairs and, eventually the whole class, discuss certain themes to prepare them for the film.
Possible themes include
- What are the postive aspect and the challenges of working with disabled people?
- Would you prefer to work with disabled children or disabled adults?
- What are some of the challenges facing disabled people within the community?
- What do you know about Duchenne Muscular Dystrophy (DMD) and Cerebral Palsy?
Ask the pupils to fill in the pre-film understanding of various quotes from the film. Use the double-entry reflective table.
Film - watch together
Possible post-film activities include
- Film discussion
e.g. themes, climax, point of view, setting, characters, denouement, conclusion (see ndla link in resources). This can be carried out in a number of ways:
- a. the teacher hangs various posters up with, for example, the names of the three main characters. Ask the pupils to stand by the character who is their favourite. Ask them to discuss in their group and list down five reasons why. A group spokesperson then relays this information to the rest of the class and discussions are inititiated.
- b. the teacher hangs various posters up with, for example, the names of the three main characters. Ask the pupils to write key words that describe the character on the posters. You can then go through these with the whole class.
- Film ending
Continue the story. What happens to Michael? Write a one or two paragraph summary. - Role-play
Work in pairs and take the roles of either (1) Michael’s father and Rory OR (1) Panel of experts and Michael. Brainstorm first about what Rory and Michael should say. Role-play. - Film Review
The pupils could write a film review (see resources)
Task 2 + 4 present the possibility of making a video presentation on youtube (google.doc) or Screencast-o-matic.
- Disabilities
Write a brief description of DMD and Cerebral Palsy. - Language work
Use the vocabulary list (see Resources) to devise various activities for the pupils. For example, have them translate the English words, Kahoot, quizlet etc.
Follow-up
You could go on to look at Ireland and Northern Ireland, which is where the film is set.
Comments
This lesson plan is very flexible and can be used in all English lessons and is particularly relevant to HO pupils.
References
Skills Helse- og Oppvekstfag (p. 235-239)
Developed by
Alison Jones Rød