2022/2023

SPRING
FINAL ASSIGNMENT
CURRICULUM

NAME & SURNAME : BEYZA NUR MERCAN

STUDENT NO : 2022177062
GROUP : C

ASSIGNMENT
Preparing a lesson plan/unit, which aims to develop value(s) in children.
TOPIC: Developing Values through Karagöz and Hacivat

Student Grade: 7th grade

Lesson objectives:

 Students will be able to describe the physical appearance of Karagöz and Hacivat.
 Students will be able to make comparisons between the two characters.
 Students will understand and appreciate the values of friendship, honesty, respect,
patience, tolerance, and empathy. (and more in implicit)
 Students will be able to demonstrate their understanding of the values through various
tasks and activities.

Time: 2-3 class periods (40 mins per class)

Materials:

 Pictures of Karagöz and Hacivat

 Whiteboard and markers
 Handout with descriptions of the characters
 Reading texts related to the values
 Audio recordings of stories or dialogues
 Worksheets for writing and speaking activities
 Craft materials for creating visual representations

Unit Overview:

This unit aims to develop values in children through the exploration of Turkish cultural
characters, Karagöz and Hacivat. The unit targets 7th-grade students and focuses on
developing their understanding and appreciation of values such as friendship, honesty,
respect, patience, tolerance, and empathy. By engaging with the characters and their traits,
students will also enhance their language skills, make comparisons, and practice some
grammatical activities related to physical appearance and personality.

Value Explanation:
1. Friendship: Students will explore the value of friendship by examining how Karagöz
and Hacivat interact and support each other. They will discuss the qualities of a good
friend and reflect on their own experiences with friendship.
2. Honesty: Through reading texts, students will encounter instances of honesty
portrayed by the characters. They will discuss the importance of being truthful and
trustworthy in their relationships and daily lives.
 3. Respect: Students will identify examples of respect in the stories, analyzing how the
characters treat one another with kindness and consideration. They will reflect on the
significance of showing respect towards others.
4. Patience: By observing instances of patience displayed by the characters, students will
understand the value of staying calm and persevering in challenging situations. They
will reflect on the benefits of patience in their own lives.
5. Tolerance: Students will explore how characters in the stories embrace and appreciate
diversity, showing tolerance towards each other's differences. They will discuss the
importance of accepting and respecting others, regardless of their backgrounds or
characteristics.
6. Empathy: Students will analyze how the characters in the stories demonstrate empathy
by understanding and sharing the feelings of others. They will reflect on the
importance of empathy in building meaningful connections and fostering a
compassionate society.

By engaging in various activities, students will develop a deep understanding of these values.
Overall, this unit provides students with opportunities to explore and internalize important
values while simultaneously developing their language skills and critical thinking abilities.

Implicit values incorporated in the unit:

1. Happiness: While happiness is not explicitly mentioned in the activities, it can be

implicitly addressed throughout the unit. By exploring values such as friendship,
empathy, and positivity, students are encouraged to create and maintain positive and
joyful relationships, contributing to their overall happiness.
2. Teamwork and Collaboration: Implicitly, activities such as making comparisons,
engaging in discussions, and creating visual representations promote teamwork and
collaboration. Students work together in pairs or groups, exchanging ideas, respecting
different viewpoints, and collectively reflecting on the values explored.
3. Love: Love, though not directly mentioned, can be implicitly fostered through the unit.
By examining the values of friendship, empathy, and care, students develop an
understanding of love as a compassionate and caring bond between individuals.
4. Responsibility: Responsibility is implicitly addressed through activities that encourage
students to reflect on their personal experiences and consider how they can apply the
values in their daily lives. By taking responsibility for their actions and choices,
students develop a sense of accountability towards practicing and upholding the values
explored.
5. Patriotism: While patriotism is not directly mentioned in the unit, an appreciation for
Turkish cultural characters like Karagöz and Hacivat implicitly promotes a sense of
pride and connection to their cultural heritage.
6. Positivity: Positivity is implicitly encouraged throughout the unit, especially in
activities such as listening and speaking, where students maintain a positive attitude,
encourage one another, and foster a supportive learning environment. This promotes
an optimistic outlook and a constructive approach to engaging with the values.
 7. Care: Care is implicitly promoted through the exploration of values such as empathy,
respect, and responsibility. Students learn to demonstrate care towards others by
understanding their feelings, respecting their differences, and taking responsibility for
their actions.
8. Freedom: While freedom is not explicitly discussed, the unit indirectly supports
freedom by encouraging students to express their thoughts, reflect on personal
experiences, and engage in open and respectful discussions. By fostering an
environment that values different perspectives, the unit promotes individual freedom
of expression.

These implicit values contribute to the overall development of students' character and provide
a comprehensive approach to their personal and social growth. While they may not be
explicitly addressed in every activity, they are interconnected with the explicit values,
creating a comprehensive learning experience.
Activity 1: Introduction and Character Description Objective: Students will be able to
describe the physical appearance of Karagöz and Hacivat.

1. Begin by introducing Karagöz and Hacivat, traditional characters from Turkish

culture.
2. Show pictures of the characters and ask students to describe their physical
appearances.
3. Write down their descriptions on the whiteboard and discuss the similarities and
differences between the two characters.

Values:
1. Observation: Students will observe the pictures of Karagöz and Hacivat and pay
attention to their physical features.
2. Attention to detail: Students will describe the characters' physical appearances in
detail, noticing specific traits and characteristics.
3. Respect: Students will discuss the similarities and differences between the characters'
appearances in a respectful manner.
By emphasizing these values, students will develop their observational skills, attention to
detail, and respectful communication while engaging with the topic of Karagöz and Hacivat.
Activity 2: Making Comparisons Objective: Students will be able to make comparisons
between Karagöz and Hacivat.

1. Provide a handout with descriptions of Karagöz and Hacivat's personalities and traits.
2. In pairs or small groups, ask students to compare the two characters using the provided
descriptions.
3. Encourage them to use comparative structures and adjectives to express their
comparisons.

Values:
1. Fairness: Students will compare the characters' personalities and traits objectively,
considering both positive and negative aspects.
2. Thoughtfulness: Students will think critically and reflect on the similarities and
differences between the characters, considering the impact of their traits on their
interactions and relationships.
3. Tolerance: Students will respect and accept the differences between Karagöz and
Hacivat, recognizing that both characters have their own strengths and weaknesses.
Activity 3: Reading and Values Discussion Objective: Students will understand and
appreciate the values of friendship, honesty, respect, patience, tolerance, and empathy.

1. Provide reading texts or short stories that highlight these values.

2. Have students read the texts individually or in pairs.
3. Facilitate a class discussion about the values portrayed in the stories and encourage
students to share their thoughts and experiences related to the values.

Values:
1. Friendship: Students will explore how friendship is portrayed in the reading texts and
discuss the importance of supportive and trustworthy relationships.
2. Honesty: Students will analyze instances of honesty in the stories and reflect on the
significance of being truthful in their own lives.
3. Respect: Students will identify examples of respect in the texts and discuss the
importance of treating others with kindness and consideration.
4. Patience: Students will examine instances of patience in the stories and reflect on the
value of being patient in challenging situations.
5. Tolerance: Students will reflect on situations where characters display tolerance
towards each other's differences and discuss the benefits of embracing diversity.
6. Empathy: Students will explore how characters in the stories show empathy towards
others and discuss the importance of understanding and sharing the feelings of others
Activity 4: Listening and Speaking Objective: Students will be able to demonstrate their
understanding of the values through listening and speaking activities.
1. Prepare audio recordings of stories or dialogues that involve situations related to the
chosen values.
2. Play the recordings and have students listen attentively.
3. After listening, divide students into pairs and have them discuss the values depicted in
the recordings.
4. Encourage them to express their opinions, share personal experiences, and suggest
ways to apply the values in their daily lives.

Values:
1. Co-operation: Students will work together in pairs or groups to listen to the
recordings, share their thoughts, and engage in discussions about the values portrayed.
2. Positivity: Students will maintain a positive attitude during the listening and speaking
activities, encouraging each other and fostering a supportive learning environment.
3. Unity: Students will recognize the commonalities in the values discussed and promote
a sense of unity and shared purpose in their conversations.
Activity 5: Writing and Visual Representation Objective: Students will demonstrate their
understanding of the values through writing and visual representation.

1. Assign students to create a fictional character and write a short story about a personal
experience where they demonstrated one or more of the values discussed.
2. Provide craft materials for students to create visual representations of the values and
the character.
3. Allow students to present their writings and visual representations to the class,
explaining the values they focused on and the significance of their work.

(You can find the transcript in the end of the assignment)

Values:
1. Creativity: Students will showcase their creativity in their written paragraphs or
essays, finding unique ways to express their understanding of the values.
2. Thoughtfulness: Students will thoughtfully reflect on their personal experiences and
choose examples that demonstrate the values effectively.
3. Appreciation: Students will appreciate the significance of the values by representing
them visually, using craft materials to create meaningful and engaging visual
representations.
Activity 6: Value Reflection and Discussion Objective: Students will reflect on the values
learned and engage in a class discussion.
1. Ask students to reflect on the values discussed throughout the unit.
2. Provide prompts for reflection, such as "Which value do you think is the most
important, and why?" or "How can you apply these values in your school or
community?"
3. Conduct a class discussion where students share their reflections and engage in
respectful and thoughtful dialogue.

Values:
1. Reflection: Students will reflect on their own experiences and thoughts related to the
values discussed, encouraging self-awareness and introspection.
2. Thoughtfulness: Students will engage in a thoughtful and respectful class discussion,
actively listening to their peers and considering different perspectives.
3. Empathy: Students will demonstrate empathy by showing understanding and respect
for the experiences and viewpoints shared by their classmates.
Your reflections: Now that you have completed your unit, please reflect upon your
experience.

Q1) What values do you think children of that age (secondary) should have?

 A1) Children of secondary school age (grades 7) should develop a range of values that
are relevant to their personal growth and social interactions. Some values that are
important for this age group include empathy, respect, responsibility, honesty,
friendship, tolerance, cooperation, patience, love, happiness and self-control. These
values help students navigate relationships, make ethical decisions, and contribute
positively to their communities.

Q2) Why did you choose that character and those values for designing your unit?

 A2) I chose the characters Hacivat and Karagöz from Turkish culture because they are
well-known and beloved figures in Turkish traditional puppet theater. They represent
contrasting personalities and characteristics, making them suitable for activities related
to describing physical traits and making comparisons. Additionally, Hacivat and
Karagöz have been portrayed as friends in traditional stories, which aligns with the
value of friendship. By incorporating these characters, students can engage with their
own cultural heritage while exploring important values.

Q3) Do you think teaching children values through English is useful? In what ways do you
think it is useful?

 A3) Teaching children values through English can be significantly useful. Language
learning provides a place and time for exploring different perspectives, cultures, and
values. By incorporating values into language lessons, students not only develop their
language skills but also gain a deeper understanding of ethical and social
considerations. It allows students to broaden their worldview, enhance their empathy,
and develop skills for effective communication and collaboration. Additionally,
teaching values through English fosters a more holistic approach to education,
promoting character development alongside language proficiency. It encourages
critical thinking and decision-making. Values education in English fosters personal
development, helping children reflect on their own values and character. It also
contributes to the development of global citizenship, nurturing socially responsible
individuals. However, it’s important to remember that values education should be
integrated across the curriculum and not limited to a specific language or subject.
Q4) Do the activities in your unit increase children’s awareness of the values? Please explain
the reasons behind each of the activity you have designed in terms of how they can develop
students’ understanding of values?

 A4) Yes, the activities in the unit aim to increase children’s awareness of the values by
providing meaningful and coherent tasks that promote their understanding. Here’s how
each activity contributes to their understanding of values:

 Activity 1: Introduction and Character Description This activity sets the foundation for
exploring the values by introducing Karagöz and Hacivat. By describing the physical
appearance of the characters, students begin to engage with the values implicitly. They
develop observational skills, attention to detail, and respect by carefully observing and
describing the unique traits of the characters.
 Activity 2: Making Comparisons By making comparisons between Karagöz and
Hacivat’s personalities and traits, students deepen their understanding of the values.
They exercise fairness, thoughtfulness, and tolerance by objectively assessing the
similarities and differences between the characters. This activity helps students
recognize and appreciate the diverse qualities individuals possess and the impact of
these traits on their relationships.
 Activity 3: Reading and Values Discussion Reading texts that highlight the values of
friendship, honesty, respect, patience, tolerance, and empathy allows students to
explore these values in context. Through discussion and analysis of the texts, students
gain a deeper understanding of the values and their significance in different situations.
They reflect on how these values can positively impact their own lives and
relationships.
 Activity 4: Listening and Speaking Through listening to stories or dialogues that
involve situations related to the values, students develop a stronger connection to the
values on an emotional level. By engaging in discussions with their peers, students
have the opportunity to aket h their thoughts, share personal experiences, and
empathize with others. This promotes a deeper understanding and internalization of
the values.
 Activity 5: Writing and Visual Representation Through creating a unique character
related to the values and creating visual representations, students reflect on the values
in a personal and meaningful way. They apply critical thinking skills to articulate their
understanding of the values and consider how they can be practiced in real-life
situations. This activity allows students to internalize the values, enhance their
imagination and reinforce their importance.
 Activity 6: Value Reflection and Discussion In this final activity, students engage in
reflection and discussion about the values learned throughout the unit. They have the
opportunity aket he their thoughts, listen to their classmates’ perspectives, and engage
 in thoughtful dialogue. This activity further enhances their understanding of the values
by encouraging self-reflection, promoting empathy, and fostering a sense of
community.

 In conclusion, each activity is purposefully designed to engage students in different

ways, whether through observation, comparison, reading, listening, writing, or
reflection. By providing a variety of experiences, the activities aim to develop
students’ understanding of the values from multiple angles, allowing for deeper and
more meaningful connections to be made.

Q5) How did you feel yourself as a future teacher of English while designing the unit with a
character from the Turkish history/culture?

 A5) As a future teacher of English, designing a unit with a character from Turkish
history/culture was a rewarding experience for me. It allowed me to integrate language
learning with cultural exploration, providing students with a richer and more
meaningful learning experience. By incorporating local characters, I thought I can
create a sense of pride and connection to their own cultural heritage. Additionally,
using characters from Turkish culture enable to promote values that are relevant to the
local context, fostering a deeper understanding and appreciation of student’s own
cultural values. It allows them to bring elements of local culture and heritage into the
classroom, providing students with a sense of identity and connection to their own
culture. Additionally, incorporating characters from Turkish history/culture can aket
he language learning experience more engaging and relatable for students. It provides
them with opportunities to explore authentic cultural content, enhancing their language
skills while simultaneously developing their knowledge and understanding of Turkish
history and traditions.
Furthermore, designing a unit with a focus on characters from Turkish history/culture
allows to integrate various skills and language components coherently.They can
incorporate reading, listening, speaking, and writing activities that revolve around the
characters, enabling them to practice and reinforce their language skills in a
meaningful and contextualized manner.
TRANSCRIPT OF THE LISTENING COMPREHENTION
Student 1: Hey, have you noticed how body positivity is becoming more talked about these days?
Student 2: Yeah, it's an important topic. But what does body positivity really mean?
Student 1: Body positivity is about accepting and appreciating our bodies as they are, regardless of
their shape, size, or physical appearance. It's about embracing ourselves and promoting a positive body
image.
Student 2: That's interesting. But isn't it challenging to be body positive in a society that often
emphasizes unrealistic beauty standards?
Student 1: It can be tough, you're right. Society's expectations can create pressure and insecurity.
However, body positivity encourages us to reject those standards and focus on our own unique
qualities and strengths.
Student 2: So, does body positivity mean we should ignore health concerns and disregard self-
improvement?
Student 1: Not at all. Body positivity doesn't mean neglecting our well-being. It's about shifting the
focus from achieving a certain appearance to taking care of our bodies fully. It means embracing
healthy habits and self-care without obsessing over our physical flaws.
Student 2: I see. So, how can we cultivate body positivity in our own lives?
Student 1: Well, it starts with practicing self-love and self-acceptance. Instead of comparing ourselves
to others, we can celebrate our unique features and personal traits. Surrounding ourselves with body-
positive influences, like supportive friends or empowering social media accounts, can also help.
Student 2: That makes sense. So, it's about changing our mindset and challenging negative thoughts
about our bodies?
Student 1: Exactly. It's about being kind to ourselves and practicing positive self-talk. Acknowledging
that our worth is not solely based on physical appearance, but on our character, talents, and the way
we treat others.
Student 2: I agree. Let's work on cultivating body positivity together and create a more accepting and
inclusive environment for ourselves and others.
Student 1: Absolutely! Embracing body positivity can lead to a healthier and happier relationship with
our bodies. Let's support each other on this journey.
RESOURCES
-https://en.wikipedia.org/wiki/Karag%C3%B6z_and_Hacivat
-https://www.tremglobal.com/articles/traditional-turkish-shadow-puppetry-hacivat-and-karagoz
-https://nanakostum.com/urun/hacivat-karagoz-kostumu-%28cift%29/110
-https://www.tarihistan.org/karagoz-hacivat-a-adanmis-bir-omur/22514/
-https://www.helendoronkindergarten.com/english-teachers-teaching-values/
-https://helendoron.com/english/english-teachers-teaching-values/
-https://www.invictus.edu.kh/news/10-important-moral-values-for-students
- https://www. 7.sınıf%20ders%20kitabı.pdf
- https://sherwoodhigh.com/blogs/what-is-the-importance-of-moral-values-in-student-life/

(Other photos used outside of these sources are free contents provided by “canva” and they do not
have any copyright.)