Lesson 1 • What does ‘fair’ mean?
Unit 4 Skill focus:
Topic focus:
Links to:
Evaluation
Rich and poor
English, Mathematics
Learning Objectives
Learning Focus
Main SKILL • • •
Students read messages and identify the writer’s view of charity. Students discuss if the two writers share the same view. Students identify some words or phrases that express a view or opinion.
Analysis: 34A.01 Identifying perspectives Recognise that people think different things about an issue. Reflection: 34Rf.04 Personal learning Identify which types of activities support learning.
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Students identify and accept that two people have different views of charity. Students read a story with a partner and discuss what they learn from doing it. Students discuss the activities in the lesson and identify how they help with learning.
RESOURCES
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Student’s Book pages 51 and 53 Blocks of different shapes and sizes, or classroom objects (rulers, pencils, rubbers, paint pots, pencil cases, etc.) Worksheet 4.1 (one per pair) Coloured cards (or card with a coloured dot on) with the different prices from the story on the other side (20, 40, 60, 80, 100) Coloured tokens or pieces of paper that match the colours on the money cards (one per student)
Evaluation: 34E.01 Evaluating sources Discuss a source, recognising the author’s ideas about an issue.
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Activities
Assessment / observation •
Activity 1 • Focus attention on the picture of Kai and ask students if they can remember his name from Unit 2. Read Kai’s message aloud to the class. Ask: Who is Kai writing to? What is his project about? What two questions does he ask? • In pairs, students discuss Kai’s questions. Share ideas as a class. At this point, you are only assessing students’ awareness of the concepts – they will develop their own ideas as they work through the unit.
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Are partners speaking equally and on topic? Are they facing each other and using non-verbal speaking and listening strategies?
Activity 2 • Read Jomo’s message to Kai aloud. Ask students what suggestion he makes to help Kai answer his question about what fair means.
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Can students find information in a text?
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Introduction • Read the unit title with the class. Look at the picture on the opening page. Help students answer the first two questions by asking: What can you see? How many stones are there? What does the stone sculpture remind you of? Is it balanced or unbalanced? Accept all viable suggestions. • In pairs, give students 3–4 minutes to recreate the sculpture using blocks and or classroom items (see Resources). Afterwards, ask students if it was easy to create a balanced shape or difficult. • Set the context for the unit by reading the introductory bullet points with the class.
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STARTER
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Subsidiary SKILL(s)
Support and extend
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Are students heads up, listening, ready to learn? Are they putting up hands to answer your questions? Are partners working well together?
Extend: In Activity 1, focus on Kai’s project and begin to activate students’ understanding of what ‘fair trade’ might mean. Establish what trade is and why it might not always be fair.
© HarperCollinsPublishers Ltd 2023
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Unit 4 A fair life!