A wedding, A dichotomy, A life – Meghan Markle – A Reading Lesson (90′)

Well, she is lovely and empowered and as she wrote on ELLE Magazine “I’m an actress, a writer, the Editor-in-Chief of my lifestyle brand The Tig, a pretty good cook and a firm believer in handwritten notes”.  Everyone is talking about her because she is marrying Prince Harry, but who is she? This vocabulary-rich lesson is going to embrace (and talk about) ethnicity mixture, prejudice, but not about the wedding itself at all. Buckle up!

Level/age: Advanced (C1 CEFR) / 15 years old on.

Material used: 

PPT file: Meghan Markle

Adapted Article (.pdf):  What are you Meghan

The full article can be found on: http://www.elleuk.com/life-and-culture/news/a26855/more-than-an-other/ 

 

[SLIDE 1]

  1. Presenting the topic 
  • Interaction: T-SS (if need be: S-Ss / Ss-Ss)
  • Timing: 5′
  • Monitoring: Teacher pays attention to students’ understanding of the topic, of the word “dichotomy”, and/or if they have any comments to share already.
  • Feedback: (only if need be)

Steps: 

Teacher is going to show the first slide and present/discuss the topic “A wedding, A dichotomy, A life – Meghan Markle”

[SLIDES 2 & 3]

Meghan 5

2. Setting the scene (1) + vocabulary

  • Interaction: T-SS / S-Ss / Ss-Ss)
  • Timing: 15′
  • Monitoring: Teacher pays attention to students’ understanding of the words: former, avid and gender (in)equality. While ss are discussing this topic, teacher is walking around, taking notes on students’ contributions (relevant to this topic/step of the lesson)
  • Feedback: board the relevant contributions – it could be vocabulary related or topic related.

Steps: 

The teacher is going to show the second and third slides and present/discuss (don’t spend too much time on the second question):

Meghan Markle is an American actress and former lifestyle blogger most known for her role in the TV show, Suits. As well as starring in other movies such as Horrible Bosses and Get Him To The Greek, the Californian beauty is an avid humanitarian and activist, fighting for numerous causes, including Gender Equality with the United Nations.

  • Do you see yourself as an avid (news) reader?
  • Have you seen the actions/comments of the U.S current president? What about the former one?
  • List three things you would like to say about the fight for the Gender Equality.

[SLIDE 4]

Meghan Markle

3. Setting the scene (2) + vocabulary

  • Interaction: T-SS / S-Ss / Ss-Ss)
  • Timing: 15′
  • Monitoring: While ss are discussing this topic, the teacher is walking around, taking notes on students’ contributions (relevant to this topic/step of the lesson).
  • Feedback: board the relevant contributions – it could be vocabulary related or topic related.

Steps: 

The teacher is going to show the fourth slide where there is an image from Meghan’s Instagram. She wrote, “I wrote an article that is near and dear to my heart…” The question to students is: “Any books or articles that are near and dear to your hearts?”

However, after that, the teacher will have to focus on the last comment which is prejudicial, rude, and sexist to add to that pile of good adjectives. The question to students is: “Where do you stand?”.

Here, it will be nice for you to provide a safe and comfortable environment for students to share their opinions – and for you to have an idea where they actually stand. Remember, you are the teacher and you will have to deal with different opinions that may appear.

[SLIDE 5]

Meghan Markle 3

4. Before you read / Pre-reading task

  • Interaction: T-SS (if need be: S-Ss / Ss-Ss)
  • Timing: 10′
  • Monitoring: While ss are discussing this question, the teacher is walking around, taking notes on students’ contributions (relevant to this topic/step of the lesson)
  • Feedback: board the relevant contributions – it could be vocabulary related or topic related.

Steps: 

The teacher shows the fifth slide and helps students with the next discussion: 

 

  • What difficulties might she have encountered throughout her career building and why?

5. While you read (1) / Skimming task (reading for general information) 

Students read the article and check if their answer to the question is answered in the text, or they compare what they have answered to what Meghan describes in her article.

[SLIDE 6]

Meghan 6

6. While you read (2) / Scanning task (reading for more detailed information)

  • Interaction: T-SS / S-Ss / Ss-Ss)
  • Timing: 10′
  • Monitoring: While ss are discussing these questions, teacher is walking around, taking notes on students’ contributions (relevant to this topic/step of the lesson)
  • Feedback: board the relevant contributions – it could be vocabulary related or topic related.

Steps: 

The teacher is going to show the sixth slide and present/discuss:

  • What does she mean by “the verbal dance I know all to well” and later “this proverbial two-step”? (lines 2 and 8)
  • What is she actually saying by “black and white” when describing something and then the dichotomy of being “black and white”? (lines 10 – 12).
  • What did her father mean when he told her to “draw her own box?” (line 31)

[SLIDE 7]

7. After you read / Follow up (reading for more detailed information)

  • Interaction: T-SS / S-Ss / Ss-Ss)
  • Timing: 7′
  • Monitoring: While ss are discussing this question, the teacher is walking around, taking notes on students’ contributions (relevant to this topic/step of the lesson)
  • Feedback: board the relevant contributions – it could be vocabulary related or topic related.

Steps: 

The teacher is going to show the seventh slide and present/discuss 

-What do you think about the confusion generated in a child’s mind when having to tick an ethnic box for a for a form, taking into account the mix of races that is a globalised world?

[SLIDES 8 & 9]

8. Vocabulary work (1) –  (from the article)

  • Interaction: T-SS / S-Ss / Ss-Ss)
  • Timing: 15′
  • Monitoring: While ss are discussing these words, the teacher is walking around, taking notes on students’ contributions (relevant to this step of the lesson)
  • Feedback: board the relevant contributions – it could be vocabulary related or topic related. Here you should also focus on pronunciation. (Phonetic symbols were taken from phonetizer.com) 

Steps: 

The teacher is going to show the eighth and ninth slides and present the following words. Students have to talk to their peers and find the words back in the article and discuss their possible meanings. 

  • Dichotomy  /daɪˈkɒtəmɪ/
  • Staggering  /ˈstægərɪŋ/
  • Rigmarole  /ˈrɪgmərəʊl/
  • Vignettes  /vɪˈnjets/
  • “Blotchiness” /blɒʧnɪs/
  • (fall) prey to ignorance  /preɪ tʊ ˈɪgnərəns/

After that, students are going to be given the definitions for them to match. Still working with their peers. 

Meghan Markle 3

[SLIDE 10]

9. Vocabulary work (2) (from the article) Using the words in context

  • Interaction: T-SS / S-Ss / Ss-Ss)
  • Timing: 10′
  • Monitoring: While ss are discussing these words, the teacher is walking around, taking notes on students’ contributions (relevant to this step of the lesson)
  • Feedback: board the relevant contributions – it could be vocabulary related or topic related. Here you should also focus on pronunciation. (Phonetic symbols were taken from phonetizer.com) 

Steps: 

The teacher is going to show the tenth slide and present the following questions. Students have to talk to their peers using the vocabulary in context.

  • What other staggering pieces of news have you heard lately?
  • Can you share a small vignette of how was the first day of school for you? Or the first day of a new school?
  • If you had to choose something never to fall prey to, what would that be?
  • From all the things you have heard (the News, Parents, teachers, etc) what was the biggest rigmarole?
  • A dichotomy is also defined as repeated branching into two equal parts. Why do you think this branching exists in our world?

[SLIDE 11]

10. Revisit the topic of the lesson

  • Interaction: T-SS / S-Ss / Ss-Ss)
  • Timing: 2′

Ask students how they feel after the discussion triggered in class.

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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