Marriage: Success Tips/Superstitions, Manana Mikaia (Zugdidi 9)

AGREE/DISAGREE? WHAT TO ADD? PAIRS CREATE-SHARE/COMPARE-PRESENT.

Judy Elliott, ELCE Teacher Trainer (Telavi) - Marriage Diversity

Gestures, Lana Chakhaia and Zita Baslandze (Zugdidi)

Gestures powerpoint, Lana Chakhaia (Zugdidi)

More PowerPoint presentations from peterbohan 

 

Task: During Powerpoint fill in chart, discuss, share with other pairs/present 

 Next, groups watch video, create dialog collaboratively then present

It's OK to Be Different

It's Not Easy to be an Outsider

I.  Brainstorming and Outlining

While watching the video, write in your own words what happened in the story using the cues below. Don’t worry about writing complete sentences, but work quickly while you watch the video to write as much as you can. This will create a rough outline which you can modify later.

            First, the mother duck ….

            When the father duck saw one duckling looked different, he …

            Later, when the white duckling tried to swim with the other ducks…

            When the white duckling looked into the water, he…

            After a short time, the duckling joined some birds, but

            The little duckling felt very sad because..

            Finally, something interesting happened..

II.  Creating a Topic Sentence

Discuss with your partner - what is the main idea about this video?

Work with your partner to create one sentence that states what you think the main idea of this video is. Compare with one or two other groups; add any details to your sentence.

III. Editing/Rewriting

Now, go back to what you have written down and work with a partner to “clean up” the story together. Rewrite the sentences with the details that you both agree on together to form a paragraph. The main idea  is the first sentence of your paragraph; examples and details should logically follow the order of the outline.

Before video: (discuss with partner)

Have you ever felt like you were not part of the group an "outsider"?
How can we make someone feel better if they feel as an "outsider"?

After video:

Why is the young man depressed? What happened?
How is this video similar to the duckling video?
What do you think will happen to the boy when he returns?

Proverbs and Taks Regarding Diversity

“I feel my heart break to see a nation ripped apart by it’s greatest strength – it’s diversity” (Melissa Etherdige)

“Variety is the spice of life” (American proverb)

“How can you govern a country which has 246 varieties of cheese?” (Charles de Gaulle)

“Never judge someone by the way he looks, or a book by the way its covered, for inside those tattered pages there’s a lot to be discovered.” (Stephen Cosgrove)

“All the diversity, all the charm and all the beauty of life are made up of light and shade.” (Tolstoy)

“Recognize yourself in he or she who are not like you and me.” (Carlos Fuentes)

“Civilization is the encouragement of differences.” (Ghandi)

Speaking-Writing Task

Students work in pairs/groups – choose one of the quotations above that you like.

Is there a similar Georgian proverb to the one you have chosen?

1. What do you think it means? Take 5 minutes and quickly write down words or phrases that you can think of that relate to the idea of the quote you like.
2. Write any specific examples from your city or country that you can think of that relate to the idea in this quotation and that support that it is true.
3. Now, write one sentence in your own words that states the main idea of what you think the quotation means. This will be the topic sentence of the paragraph.
4. Write a paragraph together with your partner. The main idea will be the first sentence. The examples that follow will the supporting points.
5. Share your results with the other groups. 

Quotes from: www.Brainyquote.com, www.Thinkexist.com, www.Greatest-inspirational-quotes.com, www.goodreads.com

Diversity Lesson Plan

Warmup - Watch videos and discuss with a partner the following:

1. What does "diversity" mean to you? Discuss with a partner (3-5 minutes)
2. Complete the following phrase in your words: “Diversity is about…”

Communicative Task - Which statements do you agree with? Why?

(Compare your results with a partner)

Having friends from different cultures can teach you important things. _______

Too many different cultures can destroy a country's national values. _______

People should learn a foreign language if it helps them earn more money. _______

Women should have certain jobs and men should have certain jobs. _______

Reading Task

Pre-Reading   "American Diversity: 'It takes all kinds of trees to make a forest' 

       

1.  What do you predict this reading passage is about? 

2.  How will the proverb in the title relate to the reading?

During Reading

1. Underline the sentence that you think is the main idea of the paragraph. 
2. Circle specific examples that support the main idea of the paragraph. 
3. Circle any words that you are not sure what they mean.

American diversity is deep because it is a land of immigrants. On the back of U.S. coins, it is written “E Pluribus Unum” which means “out of many one.” Importantly, the phrase is a reminder that there are many different diverse citizens who make up the American people from so many different backgrounds and nations. In fact, all Americans (except for Native Americans who some scholars believe arrived in the Americas by crossing a “land bridge” connecting America and Asia that existed thousands of years ago) are descendants of families that immigrated to America at some time or other. Until the mid 1900-s, most immigrants to the Americas came from Europe; the Spanish were the first Europeans to settle permanently there in the 1500s. Today, Americans are made up of people from all over the world, and are as individual trees -  all are slightly different how they look and how they think, their cultural beliefs and traditions, their spiritual beliefs and religion. In sum, all Americans are individuals from many diverse backgrounds who stand together common in their unity as a single forest in a land made up of immigrants.

Post Reading

1. When did European settlers begin arriving in the Americas?
2. Where do some scholars believe Native American people came from?
3. What are some things that are diverse about America besides the location of where people were descended from?
4. What does the phrase “E Pluribus Unum” mean?
5. What do you think the author’s opinion is on diversity- a good thing? Why?

Nino's Friends (4-5 graders) and The Candy Lesson (3-4 graders), Kristine Tsukidze and Nino Mikeladze, Batumi

Nino's Friends

Based on an English story, this is a Georgian version with simple text that uses modals (can/can't). I showed the picture at the end of the reading and students realized that some people can do things, while others can't, but everyone can do something. For writing, students interview each other about what they can and can't do, write sentences, and then begin to put them into paragraphs. It takes two lessons to get the writing in, but the foundation is there for more writing.

Lesson plan, reader and worksheets

The International Candy Lesson

Basic reader and beginning sentences for early learners. VERY popular lesson for young learners. Nationalities and adjectives for describing candy, and students also write about their favorite candy. My favorite candy is ______ (name). It is from ______ (country). It is _______ (nationality). It is _______ (color). It is ________ (sweet/sour). I like ______ (name of candy). Students read their simple candy paragraph. While reading, have other students listen for what each student likes. It helps to focus them while each of them reads. After, ask questions. What does Giorgi like? He likes _____. You can make a game of the listening as well by having students in teams. Whichever teams listens closely and gets the most correct wins.

We used real examples of the candy (all available in Georgia) and then used them for prizes. You can modify the text for lower levels.

Lesson Plan
Reader
Handouts (but you can do this chart on the board as well)

Religious holidays, (3-4 graders and higher) Nino Maisuradze, Batumi

Module 5 – Diversity and Multiculturalism
Objective : content: To present and practice the target vocabulary and personalize it, to enable students to speak about different cultures, to present and analyze different religious festivals through reading. Language objectives: WH questions, vocabulary
Curriculum connection: English curriculum, grades III-IV, objectives: 4
Grade: 4
Materials: handouts, board, paper

Warm-up: Students will break into groups. Students will be given packets of information about different regions in Georgia. Explain the idea that everyone is different but they are all Georgian. Explain vocabulary.  Student must match vocabulary with the region.

towers/monasteries/dialect/wise/churches/mountains (or as needed)

reading
pre-reading: ask students what they know about Muslims, Christians and Jews (my class has eight Muslim students). Draw symbols for all three religions (moon, cross, Star of David). Draw buildings with the symbols and explain MOSQUE, CHURCH, SYNAGOGUE

during-reading: Go over difficult vocabulary; have students translate sentences into Georgian, discuss the reading in Georgian if necessary

pray/feast/fast/crucifixion/candle/army, etc.

post-reading: What did we learn about Ramadan? Easter? Hanukkah?

Writing (and comprehension):
Working in pairs or in a group, have students complete the chart with sentences.

Who: Muslim Christian Jewish

What: Ramadan Easter Hanukkah

When: 27th day of Sunday/April winter
Ramadan

How: Muslims: They fast. They pray Christians: They color eggs.  They don't eat milk or meat. Jewish people: They clean the temple. People light candles.

Where: mosque church synagogue

post-writing: check and edit student work

oral: Ask questions, or have students ask questions, using WH questions.

What do Christians do at Easter?
What do Muslims do at Ramandan?
Where do Jewish people go on Hanukkah?

Religious holidays lesson plan

The Family (for young AND older learners)

Verbs: to have, to be
mother, father, husband, wife, daughter, son, sister, brother, grandfmother, grandfather, granddaughter, grandson, extension: aunt, uncle, niece, nephew, cousins

- Have students draw and label their family tree. Then, have student describe their family. I have a mother. I have a father. There are five people in my family.
- Complete pairs: mother-______(father); husband-_______(wife), etc.
- Have students think! My mother's mother is my _______ (grandmother). My father's father is my ________ (grandfather). My mother's sister is my ________ (aunt). etc.

Do you have a mother? Does he have a mother? Do you have a sister? How many sisters do you have? Who is the oldest/youngest? What is your mother's name? How old are you? How old is your brother? What is her sister's name?

Older learners:

An incredible amount of material, exercises for older leaners about the family!
Use "We Are Family" as a wrap-up to a grammar ppint. MODIFY the song (take out verbs, nouns, vocabulary for a fill in the gap workseet). It's easy. Have your students LISTEN for the missing pieces. What does the song mean? Listening comprehension can be fun!

Speaking: What does family mean? What other types of families are there? What type of family do you want for your future? What are the biggest problems facing families today?

We Are Family, by Sister Sledge
(CHORUS:)
We are family
I got all my sisters with me
We are family
Get up ev'rybody and sing

Ev'ryone can see we're together
As we walk on by
(FLY!) and we fly just like birds of a feather
I won't tell no lie
(ALL!) all of the people around us they say
Can they be that close
Just let me state for the record
We're giving love in a family dose

(CHORUS x2)

Living life is fun and we've just begun
To get our share of the world's delights
(HIGH!) high hopes we have for the future
And our goal's in sight
(WE!) no we don't get depressed
Here's what we call our golden rule
Have faith in you and the things you do
You won't go wrong
This is our family Jewel

(REPEAT CHORUS TO FADE)