Thursday, March 26, 2015

#29: Competition for Teacher Generated Materials: Heroes / Grade 11

Lesson Topic: Heroes/ Kakutsa Cholokashvili

Overall Objective:  students will be able to analyze and describe a hero according to general ideas defining the characteristics of a hero

Language Objective:  students will use a variety of verbs and tenses , as well as new vocabulary and phrases targeted by the lesson and write an essay  and prove why this heroic person is considered to be a hero

Civic Education Objective: students will apply the concept of “hero” to people in their national life

Curriculum connection: English Curriculum  S VI&VII  3, 5,10
Class context and needs: Intermediate (B1) level, Secondary students

Sequencing: students have different verb tenses and  vocabulary

Materials: a brief biography of a famous Georgian hero Kakutsa Cholokhashvili

Activities:  warm up, pre-reading brainstorming, post reading discussion, writing an essay.

Assessment: writing samples


Stage of Lesson
The aim of the activity
Teacher activity
Student activity
Warm up/
3 min
To introduce the topic, have an idea about heroes and revise some vocabulary.
Teacher hands out question slips that guide student pair speaking. She asks students to use questions and discuss and speak about heroes in pairs.
student A asks  a question and  student B answers, then vice versa. students B ask and students A answer. So they discuss heroes
Handouts 1
Activity 1/
3 min
Pre-reading brainstorming.
Teacher asks the students to name all characteristics that a person should have in order to be considered as a hero
Students name all characteristics of a hero.
Possible answers:
He is brave, persistent, is not afraid of anything, inspires people, has lots of accomplishments, sacrifices his life, stands up for his principles, has moral courage and so on

Activity 2/
4 min
Students will be able to identify which activities of a hero demonstrate specific   characteristics.
Teacher distributes handouts 2 where there are several examples of heroes’ activities in jumbled order.  Below there is a chart of three main characteristics of a hero. Teacher explains that they  have to discuss a hero according to the following characteristics:
1.       He faces challenges and doesn’t give up
2.       Teacher asks students to re possesses moral courage
3.       He faces personal risks
She tells them to read examples and then identify which activity is an example of the characteristics given in the chart.
After students finish filling in the chart, teacher shows them the same chart with answers on the board. Students check up their answers.

Students read heroes’ activities and fill in the chart, put appropriate example in the correct characteristic column.
Handouts 2
Poster on the board with correct answers
Activity 3
7 min
To get known Kakutsa Cholokashvili’s  biography, identify what activities of his life demonstrate specific characteristics. To prove that he is really a hero
Teacher distributes handouts 3 (brief biography of a famous Georgian hero- Kakutsa Cholokashvili) and tells them that they will discuss Kakutsa’s heroic activities according to three main characteristics mentioned above in the chart. She asks them to work individually, read the biography, then in pairs select which facts and activities go with the specific characteristics. She advices them to put numbers 1,2 or 3 (they show characteristics of a hero that are given in the chart) at the beginning of each heroic activity of this hero.
At the end teacher discusses with students and they check up if their decisions were right.
Students read the biography silently, then select specific examples and decide which characteristics they go with.
handouts 3
Activity 4
3 min
To introduce the structure of an essay
Teacher introduces the students the structure of an essay. She shows them the poster (here handout 4) which shows this structure.
Teacher tells them that an essay consists of three main parts: the introduction, the main part and the conclusion. The main part consists of three paragraphs, each of which begins with the topic sentence. At the end she elicits the answers from the students
Students listen to the teacher’s explanation and then discuss the structure of an essay
( handout 4)
Activity 5
25 min
To show evidence how well the students understand the topic
Teacher distributes handouts5 and asks students to write an essay considering all the information mentioned above. She also shows them criteria for grading essays
Students write an essay individually
Handouts 5
Assessment  after the lesson

Teacher collects the essays and assesses according  the criteria made beforehand

 Handout 1

Student A

     1.    Who is your hero? Why?
     2.    What makes a hero a hero?
     3.    Do you think soldiers and police officers are really heroes? Why?

 Student B

1.   Who is your country’s national hero? Why?
     2.    What do you think an unsung hero is?
     3.    Do you think rock stars are really heroes? Why?

 Handout 2

Read the examples and put them in an appropriate place in the chart below

     1.   This heroic person stands for principles such as justice and fairness for all people or principles of equality of treatment between races, ethnic groups or men and women.

     2.   This person can be a General or a king or a President whose army has been defeated in battles, but he finds solution, he organizes better army and goes on to defeat the enemy.

     3.   This person shows bravery in dangerous times. He is not afraid and risks his life e.g. a fireman, a policeman.

     4.   This person is defeated in the elections, but he still tries to organize a better campaign and get more people on his side

     5.   This person stands for the independent rights of his country and fights for independence

     6.   This person stands for his beliefs. He believes that slavery should be abolished or the country mustn’t be divided into two parts

     7.   This person shows great bravery during intense fighting and isn’t afraid that his army is outnumbered.

He faces challenges and doesn’t give up
He possesses moral courage
He faces personal risks

Handout 3

Kakutsa Cholokashsvili

     ·        Was born on 14 July 1888 in Matani, Kakheti, Georgia
     ·        Born into the aristocratic family of Prince Ioseb Cholokashvili
     ·        Studied at the Tiflis Gymnasium for Nobility in 1907
     ·        In 1914, when the First World War began, he was enlisted to fight on the Austrian Front
     ·        Wounded later that year, he was transferred to the Caucasus Front.
     ·        After the Russian Revolution of 1917, he returned to Georgian and became involved in the Georgian Independence movement.
     ·        Cholokashvili believed that Georgia should be free from Russian control, 
     ·        In 1921, the new Soviet government invaded Georgia and this invasion led to the fall on an independent Georgia.  
     ·        After 1922, The Georgian Socialist government [SSR- Revkom] ruled the country.
     ·        Cholokashvili did not immigrate to Europe and other countries as his compatriots did.
     ·        Cholokashvili did not give up.   He went into the mountains and organized a guerrilla resistance to the new Socialist government in Tbilisi.
     ·        Cholokashvili moved the mountainous district of Khevsureti where he continued to fight against the Soviet government
     ·        Cholokashvili showed moral courage because he believed that Georgia should be independent and he kept fighting against a Soviet army that was much bigger than his small guerrilla army.
     ·        In 1924, he showed bravery during intense fighting where Cholokashvili’s small guerrilla army was outnumbered.  There were more Soviet troops than the independent Georgian fighters. 
       He faced danger in battle and physical hardship fighting the enemy.  He took the banner [flag] of Georgian independence to show this small army wouldn’t give up.
     ·        In the end, when faced with real defeat by a stronger army, Cholokashvili and his followers realized that they had to escape into the mountains to avoid being captured & killed.   He realized it was better to retreat and live to fight another day. 
     ·        Later, Cholokashvili went to France to live.  He died in France in 1930. 
     ·        Soviet officials wanted the Georgian independent movement forgotten so the banned his name for 70 years in the Soviet Union.
     ·        To On November 20-21, 2005, his grave was moved to Mtatsminda Pantheon, in Tbilisi.

Handout 4 (poster)

The structure of an essay


( You should give general description of a hero , introduce specific hero and give thesis statement e.g. Kakutsa is considered a hero because he possesses three main heroic characteristics ….)

M A I N   P A R T

He faced challenges and didn’t give up. ( the topic sentence of the first paragraph)

He possessed moral courage. ( the topic sentence of the second paragraph)

He faced personal risks. (the topic sentence of the third paragraph)


( You should repeat the thesis statement and general reason )

Handout 5

Student’s name-

Teacher’s name -

Grade- 11th

Write an essay-    Kakutsa Cholokashvili-a famous Georgian hero

Criteria for grading essays


Answers the essay question with a thesis statement
Introduction mentions the 3 heroic characteristics. Has a thesis statement naming the hero
Introduction names two characteristics and a thesis
Has an introduction a thesis
Has no introduction

Topic sentence at  each  of the three paragraphs
Has all three characteristics and three topic sentence for each
Has two paragraphs
Has one paragraph for the body
Has one or two sentences for the body

Use of examples to illustrate heroic characteristics
Has at least one or two examples of for each paragraph
Has a total four examples
Has a total of three examples
Has one or two examples

Grammar, spelling, syntax
4-5 errors
6-7 errors
8 errors
9 or more errors

Logic and reasons
Explains how the example demonstrates the characteristics in each of the 3 paragraphs
Explains how the example demonstrates the characteristics in two of the paragraphs
Explains generally the characteristics
No explanation of the example

Has a two sentence conclusion which repeats the thesis statement and general reason
Has a two sentence conclusion bit doesn’t say much
Has one sentence conclusion
Has no concluding sentence