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Unit 3: You are special

Days One and Two: You're special


Students will be able to write positive comments for classmates in short sentences.

Setting the Stage (5 minutes)

Teacher reads “All The Good Things,” an excerpt from the book Chicken Soup for the Soul by Jack Canfield and Mark Victor Hansen, (in English.)

Input (10 minutes)

Teacher tells a simple story, in the target language, about a time when he/she needed some reassurance or support from family and friends. Teacher checks for comprehension often, asking for feedback from the class on Who? What? Where? When? Why? as well as asking Yes-No and Either-Or questions.

Guided Practice (10 minutes)

Teacher leads a whole-class brainstorm, using an overhead projector and a blank transparency or a white board. Teacher writes down what the students say.

  • What are some compliments you would give your best friend?
  • What are some compliments you would give your favorite actor?
  • What are some compliments you would give your favorite actor?
  • What are some compliments you would give your mother?
  • What are some compliments you would give your father?
  • What are some compliments you would give your brothers/sisters?
  • What are some compliments you would give your pet?

Independent Practice (10 minutes)

Teacher distributes a "You're Special" handout to each student. Each student writes his/her name on the top line of the handout. Each student then gets up and walks around the classroom, with pen in hand, and writes an anonymous compliment on one line of the classmates' handouts. The teacher encourages the students to write on as many handouts as possible in the allotted time. The teacher walks around and writes on the students' handouts as well.

(The teacher may wish to have his/her own handout available for students to write compliments.) Students return to their seats and read the compliments that their classmates have written for them.

Evaluation (5 minutes)

The teacher leads an analysis and summary of this activity. The teacher first tells the class what he/she observed during the independent practice. Then, the teacher encourages students to comment on their reactions to what they did and what they read.

Possible questions:
  • What did you like about this activity?
  • What would you change?
  • What did you learn?

Day Two

The second day can be spent reviewing these activities and introducing selected Additional Activities.

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