iusedtobeamillionaire final

7/27/2019 Iusedtobeamillionaire Final

1/6

Broad areas of learning health and well-being environmental awareness and

personal and career planning consumer rights and responsibilities

media literacy citizenship and community life

Focus of development :

Cross-curricular competencies

INTELLECTUAL

To use information

To solve problems

To exercise critical

judgment

To use creativity

METHODOLOGICAL

To adopt effective

work methods

To use information and

communication tech-

nologies

PERSONAL ANDSOCIAL

Achieves his / her potential

To cooperate with others

COMMUNICATION-RELATED

To communicate

appropriately

ESL Competencies

To interact orally in English To reinvest understanding oforal and written texts

To write texts

Initiates, reacts to, maintains and

ends oral interaction.

Constructs meaning of themessage.

Expands a personnal languagerepertoire.

Listens to reads and / or views texts .

Constructs meaning of the text.

Represents understanding of the text

Uses a personalized writin

process

Uses a personalized productioprocess

Builds a personal inventory owriting and productioresources

TITLE : I used to be a millionaire


2/6

Description :

Cycle : Sec 4 or 5 Duration : 2-3 periods

Evaluationcriteria

Cross-curricular competencies ESL competencies

Proper formulation of a question and itsimplications

Openness to questioning of the judgment

Appropriateness of the criteria used

Well-reasoned justification of thejudgment

Participation in oralinteraction

Pertinence of themessage

Articulation of themessage

Use ofcommunication

and learning strategies

Evaluationmeans

Grids ( not produced yet)

Materials

needed

Song : If I Had a Million Dollars from Barenaked LadyPhotocopy of the lyrics: If I Had a Million Dollars from Barenaked Lady

Photocopy of the text:After winning and spending $10 million$, man kills himself.


3/6

7 CLASSROOM ACTIVITY

Step 1 : Preparing the taskClass

Role of the students Role of the teacher


4/6

The students tell what they would do if they werea millionaire.

Students listen to the song

If I had a million dollars from the BarenakedLadies.

They have to fill in the blanks.

Or / and

The students will listen to the song


They have to answer questions from the lyrics.

Students read the text about a big winner of tenmillion dollars.

After spending $10 million , man kills himself.

The students answer questions to show theirunderstanding of the text.

The teacher asks the student what they would doif they were a millionaire.

The teacher tells the students that at the end ofthis lesson they will have to do an interview withan ex-millionaire. (role play)

Tell the students that they will listen to the song


They have to fill in the blanks.

Or / and

Tell the students that they will listen to the song


They have to answer questions from the lyrics.(see annex 1)

The teacher tells the students to read the textabout a big winner of ten million dollars.

After spending $10 millions , man kills himself.

The teacher asks questions to verify the

understanding of the text by the students.After spending $10 million, man kills himself.(see annex 2)

Step 2: Carrying out the taskClass 1


5/6


The students get in pairs.

The students decide who is going to be the

reporter and who is going to be the ex-millionaire.

The student reporters gather together in order toto brainstorm on possible questions that could beasked to the ex-millionaire about their livesbefore, during and after they were millionaires.

The millionaires brainstorm on a story about theirlives before, during and after they weremillionaires.

Individually, the reporters compose 10 to 15questions that will be asked to the millionairesabout their lives before, during and after theywere millionaires.

Individually, the millionaires think of a story abouttheir lives before, during and after they weremillionaires.

.

The teacher tells the students that half of them wilbe journalists and the other half will be ex-millionaires.

The teacher tells the students to form pairs.

The teacher tells the students that in each team,one will be a reporter or a journalist and the otherone will be an ex-millionaire.

The teacher will place all the reporters together inorder to brainstorm on possible questions thatcould be asked to the ex-millionaire about theirlives before, during and after they weremillionaires.

(see annex 3 for examples of questions)

The teacher tells the millionaires to brainstorm ona story about their lives before, during and afterthey were millionaires.

(see annex 4 for examples)

After 10 to 15 minutes, the teacher tells thereporter students to write individually a list of 10 to15 questions.

The teacher tells the millionaires to create theirown story and try to predict what questions will beasked for the interview by the reporters.

.


6/6

Class 2


The students get back with his or her originalpartner. (one reporter with one ex-millionaire)

The reporters and the ex-millionaires start theinterview.

The teacher tells the students that its now time fothe interview.

(suggested ways of presentation: filmed as anews report, talk show interview, radio news, livein class or recorded on tape)

The teacher tells the students to get back with hisor her original partner. (one reporter with one ex-millionaire)

The teacher tells the reporters to interview the ex-millionaires.

Step 3: Assimilation-transfer of learning


The students present their interviews (video tape,audio tape, live, ect.)

The students answer these questions and try topoint out what would have been the right thing todo.

The teacher asks the students to present all theinterviews in class and after each of thepresentations he/she questions the studentsabout :

Is there a moral?

What is the moral of this story?

What went wrong?

What would you do differently?

iusedtobeamillionaire final

Documents