UOI/English Jeremia Alexander

35 minutes Grade 6

Day: Seven (7 February 2017)

Lesson: Working on the Interview Assignment
Instructional Mode: Independent Study
Unit Overview
Main Idea (Claim) Summative Assessment
Aligned with the unit of the sixth grade in SPH, this mini-unit introduces Interview Assignment
several social justice issues in a historical-fiction novel, Journey to Joburg. Making a Poster
While appreciating the novel as a work of literature, not only will the student
analyze human rights and social justice issues in the novel, but the student
will also learn to value other people as the image bearers of God.
Biblical Framework
This mini-unit fits within the Great Commandment Biblical Framework. The first and the greatest
commandment is that we shall love God with all our hearts, with all our souls, and with all our minds (Mat.
22:37). If we confess we love God, we know we also shall obey the second great commandment: to love our
neighbor as ourselves (Mat. 22:39). Loving other people as we love ourselves should not be a problem if we
believe everyone is created equally unique in the image of God (Gen. 1:27).

Lesson Overview
Guiding Questions Objectives (know/understand/do/value)
1. Why should I care about my helpers, The student will:
drivers, or workers in SPH? 1. Value their helpers, drivers, or workers in SPH as
the image bearers of God
Time Instructional Procedures and Strategies
1. Write on the board:
1. Video
2. Work on Interview Assignment
3. More videos!
Beginning the Lesson
5 mins. 1. Tell students they will share the sequel they created tomorrow.
2. Have students raise their hand if they remember the video showed on Friday. Have a
student tell the class what the video was about. The video was about the helpers
sacrifice. Helpers would work far away from their family so that their children can go
to school, doing homework from teachers. One of them thinks that she probably should
not work far away from their family because she likes being with family better than
money. But she still works as a maid anyway.
3. Tell students they will watch another video. Have them think so what? while they are
watching the video.
4. Show Video 1 Mums and Maids. The length of the video is 1 minute 30 seconds.
5. Have some students answer the question so what? Maybe we should know our maids
or workers in SPH too, because, as we have discussed on Friday, everyone is created in
the image of God (Genesis 1:27). Theres nothing wrong with knowing workers. We are
25 mins. not better than those workers in SPH. They are also not lower than us.
Developing the Lesson
6. Before having students work on their assignment, explain the rubric using a PowerPoint
slide.
5 mins. 7. Have students work on their interview assignment.
8. Monitor the students activity. Help students should they have any questions.
UOI/English Jeremia Alexander
35 minutes Grade 6

Closing the Lesson

9. [Closer] Show a 5-minutes video, What If You And Your Helper Switched Roles and
How Well do You Know Your Helper?
10. [Preview] Tell students tomorrow (Day 8, Wednesday) we will talk about the sequel
they created on the previous day. On the next day (Day 9, Thursday), they will do a fun
activity (making a poster).
11. Remind students they will have to submit the interview report tomorrow.
Formative Assessment Differentiation
Students working on their assignment Have students who have completed the assignment
write down what they like most about the novel. Tell
them it will be discussed tomorrow.
Resources
1. Journey to Joberg by Beverley Naidoo
2. Video 1: Mums and Maids
3. https://www.youtube.com/watch?v=jUxkOSkD8Rc
4. Video 2: What If You And Your Helper Switched Roles https://www.youtube.com/watch?
v=FVrQEqQPbXc&t
5. Video 3 How Well do You Know Your Helper? https://www.youtube.com/watch?
v=gb7n52WnOLQ&t
The teacher has managed to combine the last two videos and keep it in a USB driver. Theres no need to load
the videos on youtube during the class period.

6B Interview Assignment Rubric Name: ______________________

1. Not Yet
CATEGORY 4. High Competent 3. Competent 2. Developing Evidenced
Paragraph All paragraphs include Most paragraphs Paragraphs include related The paragraphing
Construction an introductory include an introductory information but were typically structure was not
sentence, explanations sentence, explanations not constructed well. clear and sentences
or details, and a or details, and a were not typically
concluding sentence. concluding sentence. related within the
paragraphs.
Details The student uses details The student uses details The student uses some The student uses little
such as explanations such as explanations details that are accurate; or no detail to support
and examples that are and examples that are some details such as and explain the topic.
accurate, appropriate, accurate and support examples and explanations
and fully support the the topic are not appropriate for the
topic. topic; details do not always
support the topic.
Relevance The reflection in the The reflection in the Student attempts to Most of the reflection
fourth paragraph about fourth paragraph about demonstrate relevance, but in the fourth
the worker is clearly the worker is somewhat the relevance is unclear to paragraph is
relevant and meaningful relevant and meaningful the reader. irrelevant to the
to the student. to the student. student.

Making The fourth paragraph The fourth paragraph There is little attempt to No attempt to
connections demonstrates numerous, demonstrates some demonstrate connections to demonstrate
explicit connections to connections to Journey Journey to Joburg or in-class connections to
Journey to Joburg, in- to Joburg or in-class discussions, or the lines of Journey to Joburg or
class discussions, or the discussions, or the lines inquiry. in-class discussions,
lines of inquiry. of inquiry. or the lines of inquiry.
Mechanics Next to no grammatical, Almost no grammatical, A few grammatical, spelling, Many grammatical,
spelling or punctuation spelling or punctuation or punctuation errors. spelling, or
errors. errors punctuation errors.
UOI/English Jeremia Alexander
35 minutes Grade 6

Comments:
_______________________________________________________________________________________________

6B Interview Assignment Rubric Name: ______________________

1. Not Yet
CATEGORY 4. High Competent 3. Competent 2. Developing Evidenced
Paragraph All paragraphs include Most paragraphs Paragraphs include related The paragraphing
Construction an introductory include an introductory information but were typically structure was not
sentence, explanations sentence, explanations not constructed well. clear and sentences
or details, and a or details, and a were not typically
concluding sentence. concluding sentence. related within the
paragraphs.
Details The student uses details The student uses details The student uses some The student uses little
such as explanations such as explanations details that are accurate; or no detail to support
and examples that are and examples that are some details such as and explain the topic.
accurate, appropriate, accurate and support examples and explanations
and fully support the the topic are not appropriate for the
topic. topic; details do not always
support the topic.
Relevance The reflection in the The reflection in the Student attempts to Most of the reflection
fourth paragraph about fourth paragraph about demonstrate relevance, but in the fourth
the worker is clearly the worker is somewhat the relevance is unclear to paragraph is
relevant and meaningful relevant and meaningful the reader. irrelevant to the
to the student. to the student. student.

Making The fourth paragraph The fourth paragraph There is little attempt to No attempt to
connections demonstrates numerous, demonstrates some demonstrate connections to demonstrate
explicit connections to connections to Journey Journey to Joburg or in-class connections to
Journey to Joburg, in- to Joburg or in-class discussions, or the lines of Journey to Joburg or
class discussions, or the discussions, or the lines inquiry. in-class discussions,
lines of inquiry. of inquiry. or the lines of inquiry.
Mechanics Next to no grammatical, Almost no grammatical, A few grammatical, spelling, Many grammatical,
spelling or punctuation spelling or punctuation or punctuation errors. spelling, or
errors. errors punctuation errors.

Comments:
_______________________________________________________________________________________________