lesson plan
Level :High school and Up / Advanced
Objective : Understanding on Freire pedagogy of the oppressed
Practicing oppositional reading
Materials : Vedio(the edited highlights of the movie ; The man who
would be king)
Handouts(Summary plot), PPT slides(introduction)
Procedure (Plan)
1) Step 1 : Icebreaker
- ask students about favorite movies.
- ask students what kind of movie you like.
2) Step 2 : Introduction
- introduce Freire pedagogy of the oppressed, oppositional reading
briefly : ※ PPT slides
- explain geographical and historical background of the story
: ※ PPT slides
3) Step 3 : Vedio watching / 3～5 minutes
- watch vedio which is the edited highlight of the movie, "The man
who would be king"
※ read the synopsis in each scene
4) Step 4 : read the story / whole class
※ distribute handout, "summary plot" / teacher
5) Step 5 : discuss the questions related to the story / divide into
small groups(4 students in their group)
- Quesion #1 : What do you feel about the story?
- Quesion #2 : Find out the oppressed and oppressor in the story, and
why?
- Question #3 : What are codes in this story, and why?
- Question #4 : What information or lessons can you get from the
historical and geographical background of the story?
※ give questions to students on the PPT slide
6) Step 6 : make a presentation about questions / each group
※ question and answer after finishing presentation / each group
7) Step 7 : Conclusion
※ collect students' opinions and suggest answers on each question
8) Step 8 : homework
※ read a book on Orientalism and find codes, the oppressed,
oppressor from the book and criticize the book.
posted by major jee @ 7:07 PM
3 Comments
3 Comments:
I think his idea is appropriate for discussing oppression. As we know Major Jee is an English teacher in army. He's supposed to use this plan to soldier SS and I wonder how the Ss reflect this activity. Fundamentally from whom soldiers defense their own county? Who are the oppressors or the oppressed? ...
Major Jee, I was fascinated by what you were saying in class on Saturday about the limitations and restrictions that you have within your classroom. I guess you have the most difficult task of bringing critical pedagogies into your work.
Have you taught this class yet? I would be interested to see how the studnents reacted to it. Were they surprised to be given so much freedom to criticse? Did you feel like they were afraid/dubious to voice their opinions, thoughts and feelings?
Anyway, I am just curious! Your classroom must be a really interesting place!
*that's meant to say critical practices not pedagogies.
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