B: Planning the Lesson

In Session 3, we were introduced to Carine and saw a variety of lesson plans developed for her throughout the manual. These lessons were designed knowing that she was literate in her primary language, French. There were many assumptions that we could make. There were also few concepts that needed to be pretaught before moving directly into content areas.

In Session 4, we saw an information gap exercise for Carine to help her learn Canadian money. Now, assume that Naw-Po (who is semi-literate) made the same request. How would that lesson be different? What additional steps would need to be taken before the information gap exercise would be meaningful for Naw-Po?

Sample breakdown of pertinent lessons

Part 1: Ask Who?

Learning objective: Naw-Po will be able to use money and understand the terms used when describing money.

Part 2: Ask What?