Subject: English

Grade Level: Grade 9

Objective:
1. Listen to lay value judgement on critical issues that demand analysis and call for
prompt action.
2. Judge the validity of the evidence listened to evaluate a listening text's point of
validity and relevance.
3. Explore opportunities for obtaining comprehensive information and varying
perspectives by listening to global and local issues.

Learning within the curriculum:

Learning across the curriculum:

Review Motivation:
Teaching Strategy: Cooperative Learning
Instructional Materials: Audio clips of news reports on current global issues.
Energizer 1: "Listen and Share" - Students will listen to a short audio clip about a
current issue and then pair up to discuss their immediate reactions and judgments
about the issue presented.
Energizer 2: "Value Judgement Circle" - Students will sit in a circle and take turns
sharing one critical issue they feel strongly about. They will listen to each other and
take notes on differing perspectives without interrupting the speaker, promoting
active listening and respect for diverse opinions.

Activities
Activity 1: Evaluating News Reports
Teaching Strategy: Inquiry-Based Learning
Materials: A selection of news reports (audio or written) on current issues.
Significance: This activity encourages critical thinking and analysis of media
sources, fostering skills in evaluating information.

Instructions:
1. Listen to the selected news report as a class.
2. In small groups, discuss the key points and evidence presented in the report.
3. Each group will present their evaluation of the report's validity and relevance to the
class.

Rubrics:
- Clarity of Analysis: 5 pts.
- Use of Evidence: 5 pts.
- Group Presentation Skills: 5 pts.

Assessment Questions:
1. What was the main argument presented in the news report?
2. Which pieces of evidence were most compelling, and why?
3. How did the report influence your understanding of the issue?
Activity 2: Role-Playing Perspectives
Teaching Strategy: Experiential Learning
Materials: none
Significance: This activity allows students to embody different perspectives on a
critical issue, promoting empathy and understanding.

Instructions:
1. Choose a current global or local issue as a class.
2. Assign each student a different role representing various stakeholders affected by
the issue.
3. Conduct a role-playing session where students express their perspectives and
debate the issue.
Rubrics:
- Engagement in Role: 5 pts.
- Understanding of Perspective: 5 pts.
- Contribution to Discussion: 5 pts.

Assessment Questions:
1. What new insights did you gain from playing your role?
2. How did your perspective change after hearing from your classmates?
3. What solutions were proposed during the discussion, and how feasible are they?

Analysis:
Activity 1 - The evaluation of news reports helps students develop critical listening
skills, enabling them to discern valid arguments and evidence. This directly connects
to the objective of judging the validity of evidence, as students must analyze the
credibility of the sources presented.
Activity 2 - Role-playing encourages students to engage with multiple viewpoints,
enhancing their ability to listen and respond to diverse perspectives. This aligns with
the objective of exploring varying perspectives on critical issues.

Abstraction:

The main point of the objective revolves around developing critical listening
and analytical skills in students, enabling them to navigate complex global and
local issues. By engaging with different perspectives, students can better
understand the multifaceted nature of these issues. Two concepts that
reinforce this understanding are:
1. Perspective-Taking: This concept involves understanding and appreciating
different viewpoints, fostering empathy and critical thinking. By engaging with various
perspectives, students can analyze issues more holistically.
2. Media Literacy: This concept emphasizes the importance of critically evaluating
media sources and understanding their influence on public perception. Developing
media literacy skills empowers students to make informed judgments about the
information they encounter.

Application:
Teaching Strategy: Project-Based Learning
1. Task: Research a current global issue of interest, gathering diverse perspectives
from various sources, including interviews, articles, and documentaries.
2. Task: Create a presentation or a video that summarizes the findings and highlights
the different viewpoints on the issue.
Discussion: After presentations, students will discuss how the different perspectives
shape their understanding of the issue and what actions might be necessary in
response.

Assessment:
Teaching Strategy: Discussion-Based Assessment

Questions:
1. How did the evidence you gathered support or challenge your initial beliefs about
the issue?
2. What was the most surprising perspective you encountered during your research?
3. How can listening to diverse perspectives inform your decision-making on social
issues?

For Higher Order Thinking Skills:

Questions:
1. What criteria do you use to determine the credibility of a source?
2. How can media representation shape public opinion on critical issues?
3. In what ways can communities collaborate to address the issue you researched?

Answers:
1. I look for the author's credentials, the presence of evidence, and the objectivity of
the information.
2. Media representation can highlight certain aspects while downplaying others,
influencing how issues are perceived and prioritized by the public.
3. Communities can collaborate by organizing discussions, sharing resources, and
advocating for policies that address the issue collectively.

Assignment:
1. Write a reflective journal entry discussing a critical issue you encountered in your
daily life. Describe how listening to different perspectives has changed your
understanding of the issue and what actions you might take in response.