Unit 2, Check in + Step 1: Try my skin

• Engels
• Secundair onderwijs

Unit 2: Great minds

CHECK-IN (p. 62)

Ex. 1. 

Watch the video Dear Teacher and answer the questions.

a What does each child say about what the teacher doesn’t know about them? (1st column)

b What advice do these young people have for their teachers? (2nd column)

c Can you add your own advice?

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Ex. 1

a What does each child say about what the teacher doesn’t know about them?

b What advice do these young people have for their teachers?

Ex. 1

a What does each child say about what the teacher doesn’t know about them?

b What advice do these young people have for their teachers?

Ex. 1

a What does each child say about what the teacher doesn’t know about them?

b What advice do these young people have for their teachers?

Ex. 1

a What does each child say about what the teacher doesn’t know about them?

b What advice do these young people have for their teachers?

Ex. 1

a What does each child say about what the teacher doesn’t know about them?

b What advice do these young people have for their teachers?

Ex. 1

a What does each child say about what the teacher doesn’t know about them?

b What advice do these young people have for their teachers?

Ex. 1

a What does each child say about what the teacher doesn’t know about them?

b What advice do these young people have for their teachers?

c Your own advice?

Ex. 2

Discuss these questions with a partner.

a. How do you feel after having watched this video? Which keyword would you use to describe that feeling? Explain.

b. Do you recognize yourself in any of these children? If so, explain who and why. If not, do you know anyone who is like any of these children? Do you understand the problems these young people might have at school?

STEP 1: Try my skin

Describing learning disorders

Ex. 1 

Watch the fan-made book trailer of Fish in a tree.

Answer questions a and b. 

a Write Ally’s characteristics (= how she describes herself) in the appropriate column.

b What other important words or phrases are used to describe her personality?

Ex. 1 

a Write Ally’s characteristics (= how she describes herself) in the appropriate column.

a. What are Ally's positive characteristics?

a. What are Ally's negative characteristics?

Ex. 1 

b What other important words or phrases are used to describe her personality?

b. What other important words or phrases are used to describe her personality?

Draw a mind map about Ally.

Ex. 2 

Read the extract from Fish in a tree and answer the questions:

a Which learning difficulty does the protagonist suffer from?  

b Summarize the extract by answering the WH-questions. 

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a. Which learning difficulty does the protagonist suffer from?

b Summarize the extract by answering the WH-questions.

Ex. 3

a How does Ally see herself? Highlight 5 keywords.

amiable – angry – arrogant – balanced – bitter – brilliant – caring – childish – complex – cynical – enthusiastic – egocentric – excited – fearful – hardworking – insecure – kind – lazy – optimistic – passive – self-critical – sensitive – shy –

skeptical – skillful – sympathetic – vulnerable

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Which keywords did you choose?

b How does Ally feel? Use the text to formulate your answer.

What do you think about the teacher's reaction?

Perfect

Okay

Not good, not bad.

Bad

Awful

Ex. 4 

Who has which learning disorder?

a Read the descriptions of these learning disorders. Match them to the correct term.

(column 'Learning disorder')

ADD – ADHD – autism – dyscalculia – dysgraphia – dyslexia – dyspraxia

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Dyscalculia

Dyspraxia

ADHD

Dysgraphia

ADD

Dyslexia

A disorder in learning arithmetic, such as difficulty in

 understanding numbers and learning facts in mathematics.

A disorder that can affect planning of movements and coordination as a result of brain messages not being accurately transmitted to the body

A condition that makes focusing on everyday requests and routines challenging. They may be fidgety, noisy and unable to adapt to changing

situations

A learning disability that affects writing.

A disorder of attention, organization and impulse

control appearing in childhood and often persisting to adulthood.

A learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities.

Ex. 4 

b Watch the video of these 6 people. 

Add their name to the correct learning disorder in the grid of exercise 4 a. 

(column 'Who?') --> Match on next slide.

c How do these people feel about their condition?

• Write down 2 keywords for each of them in the right column (column 'How?').

• Then write whether this person is positive (+), negative (-) or in between (±) towards their condition.

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Compare notes with your team members. Complete missing notes if necessary.

Dyscalculia

Dyspraxia

ADHD

Dysgraphia

ADD

Dyslexia

Clint: dyscalculia:

• How does he feel about his condition?: 2 keywords
• Is he positive (+), negative (-) or in between (±) towards his condition?

Krystal-Bella Shaw: dyspraxia

• How does she feel about her condition?: 2 keywords
• Is she positive (+), negative (-) or in between (±) towards her condition?

Hank Green: ADHD

• How does he feel about his condition?: 2 keywords
• Is he positive (+), negative (-) or in between (±) towards his condition?

no name mentioned: dysgraphia

• How does he feel about his condition?: 2 keywords
• Is he positive (+), negative (-) or in between (±) towards his condition?

Gabby Martin: ADD

• How does she feel about her condition?: 2 keywords
• Is she positive (+), negative (-) or in between (±) towards her condition?

Kyle Ram: dyslexia

• How does he feel about his condition?: 2 keywords
• Is he positive (+), negative (-) or in between (±) towards his condition?
  

Ex. 6

Work in groups.

a You will get a specific task. Try to accomplish the job as best as you can.

b Discuss your findings and experiences in your group afterwards.

--> Read through the instructions in Google Classroom.

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