Flipped class Plan

Theme generator or project:   Biometrics – applications and implications ___________________________________________________

Time:       35 minutes   (5 times a week)                                                                                                                                                                                          
Course:          English                                                                                                                    Grade:         9th. grade                                                                            
Teacher´s name:       José Armando Teque
Alfaro                                                                                                                                                                                        
 

Skills Unit 3
Students will engage in daily, meaningful reading tasks in English class and/or at home. The tasks will be based upon the following objectives:

1. Students will be able to engage in informal writing assignments (i.e. reader response, freewriting, focused freewriting, prediction,
response journals, dialectical notebook entries, and other pieces of writing that they do not take through the entire writing process).
2. Students will be able to engage in formal writing assignments that require utilization of all stages of the writing process.
3. Students will be able to read orally with expression indicative of comprehension and tone.
4. Students will be able to respond orally to written works, grounding their ideas in the text.
5. Students will be able to respond in discussions and in writing to a news report in the electronic or print media.
6. Students will be able to cite evidence of personal opinion or propaganda in articles which are presented as factual.

Files
Conceptual (Know know) Procedural (know how) Attitudinal (know how to be and live)
   - Send the link to the ss, so they can read it  - Ethics: discipline, hard work and
Biometrics – applications and implications before the class period. perseverance in learning, respect for national
1. Look at the two parts of the term below and international creations and the different
and say what they might refer to. times and ways of learning from peers.
2. Read the definition of biometrics and - Socio-community: overcoming discriminatory
complete the gaps with the correct attitudes.
forms of the words in brackets. Then, - Science and technology: assessment, ethics
look at the icons and complete the of language in all its manifestations.
examples of biometric identifiers in the - In communication and expression
final sentence. appreciation codes and standards specific to
3. Discuss the following questions during each language.
the class period.
 • What kind of technology is the article
about and what does it allow
Mastercard users to do?
• Mastercard says you can pay “with a
smile or a wave”. Would you like to be
able to authenticate your payments this
way?
• What identity, privacy and security
concerns with regard to using biometric
technology might there be?
• Do you think it’s inevitable that
biometric technology will become as
ubiquitous
as cameras in smartphones?
• In what other areas of life might this
technology be used?
4. Look at the list of biometric technology
applications and say which of them
(if any) you find intrusive and why.
• Taking payments for school lunches
by scanning the faces of pupils.
• Using facial recognition in public
places for police surveillance.
• Voice recognition for banking, e.g. to
check account balances or make
payments.

Activities to develop No. of Periods

 Connects reading information specific points.  5 periods per week.
 Questions and forums
 Exhibitions
 Debates using movies as a research
 Class exercises
 Exercises using different multiple intelligences
 Conferences with ss participation
 Cooperative groups
  Heuristic methods

Strategies
Cooperative Learning Strategies  Jigsaw, Think-Pair-Share, round robin, numbered heads, team- pair- solo, three step
review, show and tells, personifications, portfolio, show and tell.
 
 
Group Management Strategies  
 Positive Discipline, Humanistic I-Messages, Assertive I-Messages, Assertive Discipline, Low-
Profile Intervention, Non-Verbal Cuing, modeling, monitoring, direct instruction, focusing
 
Thinking Strategies  
 Graphic organizers, conceptual maps, Y chart, T chart, six thinking hats, when and why, thinking
hats,inquiry charts, I see.. I think… I wonder… chart
 
 

LMS Resources