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The Victorian Compromise

learning plan
by

O. services

on 24 June 2013

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Transcript of The Victorian Compromise

Learning plan
The Victorian Compromise
Follow-up:
EVALUATION CRITERIA
This composition will be assessed on a 10/10 basis. The parameters evaluated are as follows:

Language (Grammar, Vocabulary)
Discourse
Content and themes
Personal contribution and creativity
PRE-READING ACTIVITY
Students are asked to do the following exercise before reading a text
Warm Up
Post-Reading Activities
Lab Activity
BRAINSTORMING
involving students (Students make hypothesis and are curious to know if their hypothesis are true or not)
introducing the new vocabulary regarding the topic
introducing the student to the social background of Britain in the Victorian age
creating expectations
it aims at
The students work in couples using computers and the internet as a source of materials:
Student with special needs
All planned activities will be simplified according to the student's Individualised Educational Plan.
Addressees
5th year of Scuola Secondaria Secondo Grado (Liceo)
Class composition: 20 Students including 1 Student with special needs (developmental delays)
Level
B2 Vantage
(common European framework of Reference for Languages)
Pre-Requisites
All students have already studied the historical background of the Victorian Age
and can read, understand, infer information from literary texts
All students have a good command of ICT
Approach
Communicative, non-directive
Strategies
Individual/pair/group work
Cooperative learning
Material
The student's book
Handouts
Grids/maps
Images
Homework
The teacher will focus on his/her strenghts (drawing and IT abilities) and will arrange the necessary resources to make him/her feel part of the class
According to the results of the test, the teacher will
propose revisional, repairing or reinforcement activities.
Student with special needs
will be given a peer tutoring and will answer with single words or simple sentences
skimming:
(general comprehension)

The class is divided in 5 groups of 4 students. Each group focuses on one of the following topics:
CHILDREN
WOMEN
REFORMS
THE GREAT EXHIBITION
QUEEN VICTORIA AND THE BRITISH EMPIRE

Each student, at home, finds information on the internet regarding the main aspects characterizing the 'Victorian Compromise'

Find photos, paintings, maps,
timeline, audio or video files on the subject:
"The Victorian Age"

Create an
interactive presentation

including information collected during the intergroup activity and the materials found on the internet to depict the historical and social background at that time (1837 - 1901)
Useful websites:
www.britishempire.co.uk
www.royal.gov.uk
www.thecommonwealth.org
www.slideshare.net/sakirasci/general-overview-of-the-victorian-era-and-timeline
http://en.wikipedia.org/wiki/Victorian_era

The teacher shows the students a short excerpt from the film
"Oliver Twist".
Right after the students describe the natural scenery they have watched
Student with special needs
draw a scenery similar to the ones you watched in the film
student with special needs
the student works on a simplified activity based on the same text as the one given to the class:
divide the text into 7 paragraphs according to the following topics:
ASSESSMENT
Production (individual work)
"Write a short essay about “The Victorian Compromise"
Write a composition of 150-180 words.
Student with
special needs
The student works on a jumbled text describing the slums at the time of Queen Victoria.

He will put the paragraphs in the correct order
Then he will draw a scenery of a Victorian slum
The teacher shows two pictures to the class...
they represent two aspects of
the Victorian society
Group work
The class divides in groups. They work on the following activity, while the teacher supervises and gives support.
Create an hypertext on the topics assigned using the information you collected at home. Add images.
Intergroup activity (guided activity)
The teacher now questions each group's speaker about the a/m activity.
The speakers report showing their presentations.
The teacher will then run a general discussion on the subject in question.
Cooperative learning
Cognitive
objectives

Learn about The Age of Optimism in the Victorian Era.
Survey the social, technological, and economic changes that impacted England during the reign of Queen Victoria
Identify some of the social problems resulting from the rapid industrialization and urbanization (discuss pros and cons)
connect English literature with other literatures
Relate literature to contemporary reality
Socio-affective objectives
Interact in English with other people about historical and social topics.
Express one's own point of view and accept other's advice.
Cooperate and participate in an active manner
Assessment
Formal:
written test

Informal:
observation, checklists, performance and discussion, participation, peer and self-evaluation.
PICTURE 1
PICTURE 2
... then asks the students to answer the question:
can you tell with just one word what these pictures make you think of?
Now the students
work in pairs
to answer these
questions
What colors prevail in the pictures?
Can you describe the characters' clothes?
Who are these people?
Class discussion
Read the first paragraph and say whether these statements are true or false. Correct the false ones

1.
The values of the Victorians reflected the kind
of world they wanted to achieve
2.
The Victorians greatly valued personal qualities
3.
Victorian values were only applied to the middle
class
T F

T F
T F
Exercise 1
Read the paragraph on philanthropy and note down:
Exercise 2
1.
to whom it was addressed
2.
who was mainly involved in it
3.
the reasons behind it
Reading #1
scanning:
Reading #2
Answer the following questions
1.
What was the fate of 'fallen women'? Why?
2.
What forms did the repression of sexuality take?
3.
How did the British conceive their role in the world?
4.
Where did optimism sprig from?
5.
In what fields did doubts arise?
Exercise 3
Exercise 4
Fill in the table with information about the role of man and woman inside the family
school
respecability
philantropy
family
women
superiority of the British
optimism
* interesting
interdisciplinary activities
will be proposed later,
after having studied authors and works both in English and
other literatures
(IT, FR, DE...)
+ other exercises:
- gap fill
- true / false
- questionnaire
Blackboard/Whiteboard
Computers
Presentation softwares
Internet
Full transcript