Last year, I wrote a lesson plan in relation to Zeitgeist 2011. As 2012 is drawing to a close, I thought it suitable to reflect, as I had done with the #12from12 challenge, and to review the year in a greater context to world events. Many events occurred during this year which are highlighted very well in the Google Zeitgeist video below.
As with last year’s lesson plan, you could review learner’s of the year, reflect on their achievements and aims for the future, perhaps with the use or the making of a poster. Get learners to bring in their most important photos of 2012 and get them to share them with the class.
Context & Introduction to Topic
When starting the class ask students:
- what they have achieved during 2012
- what is their most memorable event during the year
- what was the most surprising element of 2012
- learner and/or teacher resolutions for 2013
Monitor language for correct tense usage, monitor language as well as boarding and scaffolding emergent language.
Zeitgeist 2012 YouTube Video
- Tell learners that they are going to be watching a video but put learners in pairs or small groups.
- Describe to each pair or group of learners that before they watch the video, they need to work together and think of five important events that happened in 2012.
- Elicit possible important events during 2012 from the learners and write their suggestions on the whiteboard.
- Tell learners that they are going to watch a video that is related to 2012. The learners need to watch the video and check to see if any of their suggestions are in the video.
- Play the video.
- Once the video has been played, ask learners to mention what events that were suggested (and transcribed on the whiteboard) are in the video.
- Elicit any other important events from 2012 the learners and add these to the whiteboard (if the learners can remember some of the other important events in the video).
- Play the video for a second time.
- Once several events from 2012 have been written on the board, tell students that they are going to be working in groups and have to re-order the events in importance (one being the most important and the last one being least important). All learners within the group must accept the order of importance.
- Monitor learners for suitable or potential language that could be used to scaffold (I think … is the most important, Why do you think …?, What do you think?, etc).
- After learners have completed the re-ordering activity, get several groups together and to compare results with the potential to debate.
- Allow sometime once the debate/discussion has finished for feedback and error correction.