TEYLT Worldwide Issue 1, 2020 Special Appendix by iatefl

ISSN: 2520-2596

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TEYLT Worldwide

The newsletter of the IATEFL Young Learners and Teenagers Special Interest Group

Issue 1, 2020

Special Appendix

#iateflylt yltsig.iatefl.org

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

Today we will…

Share the equality, diversity, and inclusion focus when outlining aims

a) learn new vocabulary to talk about gender stereotypes b) listen to and read a poem about the impact of gender stereotypes c) create an advert which challenges and subverts gender stereotypes

2. Focusing on Gender Stereotypes (Resource 1)

Provide a concrete age-relevant outcome linked to the authentic ‘entry point’

Prepare fully

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Use Resource 1 (extract from Pink or Blue) and read the poem aloud to the learners. (Before the lesson, watch the YouTube clip so you can emulate Hollie’s ‘punchy’ spoken word poetry to engage your learners).

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Before you read the poem, set the learners these gist questions: 1. Who is ‘pink’ and who is ‘blue’? 2. What is the poem about?

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After you read aloud, have the learners check in pairs, then elicit their ideas.

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Feedback: 1. pink represents ‘girls’ and blue represents ‘boys’, 2. the negative impact of gender stereotypes and how insisting girls and boys conform to these stereotypes affects children, teenagers and adults. Start with initial 3. Vocabulary for Discussing Gender awareness raising To enable your learners to discuss gender in a sensitive, ‘person-respecting’, informed and up-to-date way, they need useful genderrelated terminology, which you should concept check, as necessary. Two freely downloadable resources suitable for upper-secondary: Option A (More extensive gender and sexual orientation lexis) •

The Genderbread Person adopts a visual, infographic-style approach to clarifying gender-related terms, specifically for these lexical sets: GENDER IDENTITY (examples: woman, man, two-spirit, genderqueer); GENDER EXPRESSION (examples: butch, femme, androgynous, gender neutral), BIOLOGICAL SEX (examples: female, male, MtF, intersex), ATTRACTION. Upgrade lexical range of ‘person-respecting’ language, matched to learners’ linguistic levels

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

•• An An initial initial activity: activity: give give pairs pairs aa copy copy of of The The Genderbread Genderbread Person Person with with the the 44 labels labels (identity, (identity, attraction, attraction, sex, sex, expression) expression) missing missing and and have learners label the diagram with their own ideas, then compare with the actual labels. Alternatively, you could put the labels have learners label the diagram with their own ideas, then compare with the actual labels. Alternatively, you could put the labels on on the the board board in in aa jumbled jumbled order order and and have have learners learners work work in in pairs pairs to to match. match. •• To To clarify clarify meaning meaning and and check check learners’ learners’ understanding, understanding, mini mini groups groups could could brainstorm brainstorm characters characters from from young young adult adult literature literature or or TV TV shows they are familiar with who proudly reflect diverse gender identities, attraction, sexes and expressions. You could scaffold shows they are familiar with who proudly reflect diverse gender identities, attraction, sexes and expressions. You could scaffold this this further further by by showing showing aa photo photo collage collage of of known known characters characters and and having having learners learners describe describe their their diverse diverse genders genders in in pairs pairs // groups. groups. •• After After class, class, to to consolidate consolidate the the lexis, lexis, learners learners could could individually individually ‘plot’ ‘plot’ themselves themselves on on the the various various infographics infographics as as aa visual visual representation of their own genders. Any in-class feedback on this activity should be handled very sensitivity (if done at all). representation of their own genders. Any in-class feedback on this activity should be handled very sensitivity (if done at all). Option Option B B (Simpler (Simpler gender gender and and sexual sexual orientation orientation lexis) lexis) •• This This Teaching Teaching Tolerance Tolerance poster poster entitled entitled Know Know The The Difference Difference also also uses uses aa visual visual approach approach to to clarifying clarifying the the meaning meaning differences differences of of key gender and sexual-orientation related lexis, specifically for these terms: sex, sexual orientation, gender identity key gender and sexual-orientation related lexis, specifically for these terms: sex, sexual orientation, gender identity and and gender gender expression. expression. •• You You could could give give pairs pairs // mini mini groups groups aa copy copy of of the the poster poster with with the the four four terms terms missing. missing. Write Write the the terms terms on on the the board board and and have have the the learners read the definitions together and match to the terms. Reveal the complete poster for learners to check then clarify learners read the definitions together and match to the terms. Reveal the complete poster for learners to check then clarify as as necessary. necessary. •• A A more more challenging challenging activity activity is is to to remove remove the the definitions definitions and and have have learners learners collaborate collaborate to to write write short short definitions definitions for for each each term, term, then then compare with the original. Any confusion can then be concept checked and exemplified in plenary. compare with the original. Any confusion can then be concept checked and exemplified in plenary. Use Use visual visual metaphors for metaphors for 4. concepts Inside the the Gender Gender and and Sexual Sexual Orientation Orientation Boxes Boxes (Resources (Resources 11 & & 2) 2) 4. Inside concepts •• Tell Tell learners learners they they will will individually individually read read an an extract extract from from the the poem poem Pink Pink or or Blue Blue (Resource (Resource 1). 1). Before Before they they read, read, refer refer back back to to the the terms in Stage 3 to highlight how gender stereotypes are often linked to sexual orientation stereotypes, both of which terms in Stage 3 to highlight how gender stereotypes are often linked to sexual orientation stereotypes, both of which are are Developed Developed by by David David Valente, Valente, IATEFL IATEFL YLTSIG YLTSIG Coordinator Coordinator for for TEYLT TEYLT Worldwide Worldwide Issue Issue 1, 1, 2020 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

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Climbing a tree is strong -> boys should like outdoor games and activities and there is a problem when they don’t

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If a girl climbs a tree, she is a ‘tomboy’ -> girls doing outdoor games and activities is behaving like a boy in stereotypical terms and should be discouraged

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Boys must ‘man up’ -> becoming a man means being tough and masculine, seen in the expression ‘grow a pair of bollocks’ as a reference to male testicles. If a boy shows a softer, gentle side, this is a problem Boys must ‘toughen up’ -> becoming a man means being tough and masculine, seen in the expression ‘grow a pair of bollocks’ as a reference to male testicles. If a boy shows a softer, gentle side, this is a problem

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When a girl falls over, family members will hug her -> it’s good to give girls affection as this is stereotypically feminine, whereas boys shouldn’t be given affection

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Girls are allowed to cry -> expressing emotions is stereotypically feminine and so girls should be encouraged to express their feelings, whereas boys should not

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Don’t be ‘such a girl’ -> boys shouldn’t display any feminine side as this is weak, suggesting that girls are weak

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Girls should have long hair -> stereotypically it is feminine to grow hair long and if a girl doesn’t do this, there is a problem

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Boys’ hair is cut short -> there is a particular stereotypical boy’s look and if a boy’s hair is different from this, there is a problem

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Girls should be ‘cute’ -> suggesting that girls should focus on their appearance and be attractive, stereotypically to attract boys and men. If a woman doesn’t focus on her appearance or isn’t interested in men, this is a problem

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Boys are given toy guns -> boys should be aggressive and violent as the ultimate expression of masculinity and if they are non-violent, they are not ‘real men’

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Girls are given toy dolls -> the stereotypical role for girls is to take care of children, suggesting parenthood is primarily a girl’s responsibility. If a woman doesn’t want children, this is a problem

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Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX •

Boys’ shoes shouldn’t have any glitter -> clothing which is creative and vibrant is feminine and shouldn’t be worn by boys

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Shoes for girls have no grips -> footwear for girls shouldn’t be functional, it should be pretty because ‘no pain no gain’ for women. Women who favour functionality are stereotypically ‘abnormal’

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Encourage learners to respond in open class to the poem and be prepared for lots of discussion and exchange of views. Then, have learners work in mini groups to read the poem a final time and brainstorm categories where stereotyping frequently happens for children and teenagers. For example, the line about baby grows is a reference to stereotypical images of children’s clothing.

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Feedback in plenary by collating a list on the board, which should include the following areas: a) stereotypical images on clothing for girls and boys b) stereotypical expectations from adults about things boys and girls should like c) stereotypical ideas about which activities girls and boys should enjoy d) stereotypes about showing boys and girls affection e) stereotypes about whether girls and boys should show emotions and feelings f) stereotypes about boys’ and girls’ appearances g) stereotypical toys for girls and boys

5. Thinking & Acting Outside the Boxes (Resource 3)

Ensure there is personalised response time Relate to lives outside of classroom

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Before this stage, set a homework task for learners to look for products / services which use gender and/or sexual orientation stereotypes to advertise the product / service. They should bring an image of the product / service advertising to class to share in groups. Learners then work in pairs or mini groups and choose one product or service per duo or group.

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Set a task for the learners to think and act outside the stereotypical boxes. They need to collaboratively plan a creative, new advertising campaign for their chosen product / service, which challenges and/or subverts gender and/or sexual orientation stereotypes. Clarify the meaning of ‘to subvert’ and depending on your class, you may wish to show them a part or all of the Design tasks which enable ‘subversion’

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

Design tasks which have Design tasks which have clear choices clear choices

Enable learners to learners to shareEnable their outcome share their outcome

YouTube video accompanying Hollie McNish’s poem which has powerful subversive messages. Alternatively, learners could watch YouTube video Hollie McNish’s poem has powerful the clip at home and accompanying share their impressions at the start ofwhich the following lesson.subversive messages. Alternatively, learners could watch the clip at home and share their impressions at the start of the following lesson. •

Use the choice boards (Resource 3) for learners to select a) an advertising technique and b) a communication technique they theOnce choice boards 3) for and learners to select a) with an advertising techniquefor and b) campaigns. a communication technique • Use want to use. they have(Resource chosen, monitor provide support ideas and language their Provide arts and they want to use. Once they have chosen, monitor and provide support with ideas and language for their campaigns. Provide arts and crafts supplies for poster making and allow learners to use their hand-held devices for recordings. crafts supplies for poster making and allow learners to use their hand-held devices for recordings.

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When the campaigns are ready, have learners regroup carousel style. Pairs / groups rotate and present to other pairs When are ready, haveeach learners regroup carouselSet style. Pairs / groups rotatefor and present to other pairs / •groups in the turncampaigns until everyone has seen other’s campaigns. these focus questions the carousel: 1. How does the / groups in turn until everyone has seen each other’s campaigns. focushave questions for the carousel: 1. How does the campaign challenge or subvert stereotypes? 2. What impact would Set the these campaign on people? Monitor the carousel campaign challenge or subvert stereotypes? 2. What impact would the campaign have on people? Monitor the carousel unobtrusively and make some notes for plenary feedback on the extent to which the campaigns challenge stereotypes. unobtrusively and make some notes for plenary feedback on the extent to which the campaigns challenge stereotypes.

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Wrap up the task with feedback from the learners on the focus questions. Then, provide plenary feedback on what you noticed • Wrap up the task and with highlight feedbackwhat fromthis theshows learners on the questions. Then, provide plenary feedback on what you noticed from each pair / group about theirfocus raised awareness of stereotyping. from each pair / group and highlight what this shows about their raised awareness of stereotyping.

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Run a reflective review by displaying the lesson aims from the start of the lesson sequence. Use these reviewing questions for • Runtoa discuss reflective by as displaying the lesson aims from the start of the lesson sequence. Use these reviewing questions for learners in review pairs and they discuss, monitor unobtrusively to identify their reflections and any perspective changes: learners to discuss in pairs and as they discuss, monitor unobtrusively to identify their reflections and any perspective changes: Enable learners a) What did we do in these lessons? Enable learners a) What did we do in these lessons? to reflect on their b) Why did we do these activities? to reflect b) Why did we doabout thesestereotypes? activities? learning on their c) What did you learn learning c) What did you learn about stereotypes?

Close the lesson sequence by inviting learners to consider this question in open class, ‘What do you need to do next?’ Elicit their the lesson sequence by inviting learners to consider this question in open class, ‘What do you need to do next?’ Elicit their ideasClose and summarise. ideas and summarise. Sow seeds of Sow seeds of citizenship education citizenship education and civic action and civic action

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

9 8

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: Extract from Pink or Blue by Hollie McNish Pink or Blue

Pink falls down

Pink or Blue

Pink is given more hugs

Pink or Blue

Pink tears allowed

Go....

Blue tears must 'man up'

Baby grows for Blue with robots on

Grow some bollocks!

Baby grows for Pink - no robots on

Toughen up!

Baby grows for Pink with flowers on

Don't be such a girl, Blue!

Baby grows for Blue - no flowers on

Now Blue hair is cut short

Little Pink picks a daisy chain

Pink hair is let long

- Great!

Pink is given toy dolls

Little Blue picks a daisy chain

Blue is given toy guns

- Gay

Pink is told to be cute

Little Blue climbs a tree

Blue is told to be bigger

Strong boy!

Pink shoes - no grip

Little Pink climbs a tree

Blue shoes - no glitter

Tomboy! 9

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 1

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Special Appendix - Resource 2

Topics which deal explicitly with ‘hard’ issues

Authentic materials with an EDI focus

Topic:

Hate crimes

Source material:

Dear Haters billboard campaign by One Scotland https://onescotland.org/campaigns/hate-crimecampaign/

Age and level:

Upper-secondary (15-17 year olds - depending on teaching context), CEFR B2+

Time:

2 – 3 lessons (depending on time available)

Main outcome: •

For learners to write a billboard campaign letter which challenges hate crime.

Aims: • • • • •

To activate / refresh learners’ schemata of hate crimes affecting people who are LGBTQAI+. To develop learners’ gist reading sub skills using anti-hate billboard campaign posters. To enable learners to understand and use lexis related to hate crimes accurately and appropriately. To develop learners’ deep reading sub skills using a billboard campaign to identify impact on both minorities and haters. To develop learners’ oral fluency by exchanging views and making personalised responses to the campaign, ‘Dear haters.’ Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Use the extract to set the context in an impactful way

Procedures: 1. Lead-in / Context Setting •

Write the short opening letter from the campaign on a slide or on the board (“Dear haters, you’re going to hate this, but we’ve had enough, Yours, Scotland”), allocate pairs or mini groups and set these focus questions: 1. Where do you think this is from? 2. Who is the writer? 3. Who are they writing to? 4. What is their message?

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Monitor unobtrusively to note learners’ ideas and diagnose their background knowledge. Plenary feedback with ideas from 2 – 3 groups.

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Establish the following points during plenary feedback: this is photo of a billboard campaign launched by One Scotland, which is the Scottish government’s equality initiative. The campaign aims to send a strong anti-hate crimes message in Scotland. The focus is on crimes committed by ‘haters’. It is signed by the Scottish people collectively to reflect a ‘no hate’ message.

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Tell learners they will now watch a short clip from the campaign. Before they watch, set these focus questions: 1. Who are the ‘haters’? 2. What messages does the campaign have? 3. If people see a hate crime, what should they do? 4. What do the campaigners believe in? After they watch, have learners check in pairs and while you monitor unobtrusively to diagnose any gaps.

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Feedback and clarify lexis as necessary: 1. Homophobes, racists, bigots, transphobes, disablists. 2. Attacking people because of their religion, their country of origin or skin colour; abusing and bullying disabled people; threatening gay, lesbian or transgender people with verbal or physical abuse. 3. Call the police. 4. Acceptance. Ensure you clarify during plenary that a hate crime can be physical or verbal and has an extremely negative impact on victims. Concretise ‘hate crimes’ by giving learners examples and by eliciting other examples to check their understanding: Race / ethnicity (e.g. people are threatened because of their skin colour or country of origin) Religion / belief (e.g. people are shouted at in the street because of their religious dress or practices) Sexual orientation (e.g. a same-sex couple is made fun of for holding hands in public) Transgender identity (e.g. people receive abuse on social media because they are transgender)

Provide concrete examples to build schemata / check understanding

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

Disability (e.g. people are attacked because they are mentally or physically disabled)

Enable learners to make a personalised response

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Elicit 2 – 3 personalised responses to the campaign from the learners in open class. Ask whether they think it’s a good idea, would it work in their city or town etc? Why or why not? Encourage learners to give reasons for their responses.

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Tell learners that in these lessons, they will first focus on hate crimes committed by homophobes and transphobes. Outline the lesson menu for the learners, concept checking terms as necessary: In these lessons, we will… a) learn new vocabulary to talk about hate crimes b) read two campaign letters which aim to prevent hate crimes c) create a billboard campaign with a strong anti-hate message

2. Focus on the Anti-Hate Campaign

Share the focus with the learners and include a concrete outcome

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Use these Dear homophobes and Dear transphobes PDFs (letters from the Dear haters campaign) and display them side by side for the learners – either projected to the board or printed on poster paper.

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Before you display the letters, set the learners these gist questions: 1. What message do both letters have? 2. What action will anti-hate campaigners take?

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Give the learners 2 minutes to read the letters individually before they check in pairs, then elicit their ideas.

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Feedback: 1. Hate crimes will not be tolerated in Scotland. 2. If they see homophobic or transphobic crimes being committed, they will report them to the police. Provide opportunities for learners to identify key messages Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

•

Ask the learners in open class – now that they have seen two of the campaign billboards, if these were translated into their own language(s), would they work in their country / other countries around the world? Do they think the campaign would work outside of Scotland? Where in particular? Encourage the learners to give reasons for their responses. Further personalised response 3. Vocabulary for Discussing Hate Crimes (Resource 1) To enable your learners to discuss hate crimes in an informed and up- to-date way, they require useful terminology, which you should concept check, as necessary. Resource 1 is a jumbled matching task and learners need to refer to the two billboards as context for the meaning of this particular use of the vocabulary. Extend learners’ Option A (More challenging)

lexical range

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You could put the 10 lexical items on cards and have learners work in pairs / mini groups to turn them over. They can take turns to define each one, referring to the context in the two letters. As several of the items have multiple meanings / uses according to context, it’s crucial that learners use the billboard campaign letters when defining the terms. Monitor to clarify any confusion and note any lexical gaps to follow up in plenary.

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If your group has an extensive lexical range, you could use a ‘Back to the board’ activity where learners work in groups and one member of each group takes the hot seat with their back to the board. You write up each target item while the others define it (without using the term!) to get their team member in the hot seat to say it. Establish that the learners should use the context of hate crimes when defining and ensure the hot seat learners have copies of the billboard letters in front of them.

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Feedback: rather than laboriously eliciting correct answers, display an answer key, have learners check and follow up in plenary by focusing on lexical items where the learners had challenges. Distribute Resource 1 for learners to match with the answer key so they have a written lexical record. Answers: 1h; 2c; 3i; 4a; 5j; 6b; 7d; 8e; 9f; 10g.

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020 TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

Option Option B B (More (More scaffolded) scaffolded)

Adapt Adapt for for learners’ learners’ language language levels levels

••

Distribute Distribute Resource Resource 1 1 and and have have learners learners work work in in pairs pairs // mini mini groups groups to to match match the the terms terms and and definitions. definitions. You You could could make make this this more more physical by cutting up and terms and definitions and having learners match. Monitor and clarify any problems with the vocabulary physical by cutting up and terms and definitions and having learners match. Monitor and clarify any problems with the vocabulary in in the the definitions. definitions. Note Note any any particular particular lexical lexical challenges challenges to to concept concept check check and and exemplify exemplify further further in in plenary. plenary.

••

Feedback: Feedback: rather rather than than laboriously laboriously eliciting eliciting correct correct answers, answers, display display an an answer answer key, key, have have learners learners check check and and follow follow up up in in plenary plenary by focusing on lexical items where the learners had challenges. Answers: 1h; 2c; 3i; 4a; 5j; 6b; 7d; 8e; 9f; 10g. by focusing on lexical items where the learners had challenges. Answers: 1h; 2c; 3i; 4a; 5j; 6b; 7d; 8e; 9f; 10g.

4. In Their Their Flipflops Flipflops (Resource (Resource 2) 2) 4. In ••

Allocate Allocate learners learners into into groups: groups: half half of of the the groups groups should should focus focus on on the the Dear Dear homophobes homophobes letter letter and and the the other other half half should should focus focus on on the Dear transphobes letter. Set task using Resource 2: The Dear homophobes campaign is represented by the flipflops the Dear transphobes letter. Set task using Resource 2: The Dear homophobes campaign is represented by the flipflops with with the the purple purple background background and and The The Dear Dear transphobes transphobes campaign campaign is is represented represented by by the the flipflops flipflops with with the the red red background. background.

••

Groups Groups should should read read the the billboard billboard letter letter again again (either (either purple purple or or red) red) and and brainstorm brainstorm the the IMPACT IMPACT it it might might have have on: on:

a) a) homophobes homophobes // transphobes transphobes (represented (represented by by the the green green flipflops) flipflops) b) LGBTQIA+ people (represented by the blue flipflops) b) LGBTQIA+ people (represented by the blue flipflops)

Consider Consider impact impact on on minorities minorities and and haters haters

Clarify Clarify that that ‘impact’ ‘impact’ = = how how the the campaign campaign might might make make someone someone feel, feel, how how itit might might change change their their views, views, how how it it might might make make them them behave or behave or act act differently. differently. Establish Establish that that they they are are hypothesizing hypothesizing – – there there are are no no definite definite answers, answers, and and in in fact, fact, the the campaign campaign may may potentially have no impact on some people. Learners should take turns to write key words and expressions in their pairs of flipflops potentially have no impact on some people. Learners should take turns to write key words and expressions in their pairs of flipflops while you you monitor monitor to to prompt prompt with with ideas ideas and and feed feed in in language, language, as as necessary. necessary. Make Make notes notes of of their their ideas ideas for for plenary plenary feedback. feedback. while ••

Once Once the the groups groups have have generated generated lots lots of of ideas ideas and and their their pairs pairs of of flipflops flipflops are are full, full, regroup regroup the the learners. learners. Ensure Ensure each each new new group group has has members with members with purple purple flipflops flipflops and and members members with with red red flipflops. flipflops. Then, Then, they they exchange exchange their their ideas, ideas, making making notes notes until until all all learners learners in in the class have two complete pairs of flipflops. the class have two complete pairs of flipflops. Provide Provide opportunity opportunity to to focus on several groups focus on several groups

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

5 5

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Recognise that impact is multi-faceted •

Feedback: display the pairs of flipflops on the board, distribute marker pens and have several learners come up to complete the flipflops with their collated ideas. Then, use these suggested ideas to feed in during plenary: Impact on homophobes / transphobes

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Impact on LGBTQIA+ people

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Rethink about how they behave towards people in public

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Feel reassured that they can really be themselves

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Stop bothering people when they are out socializing

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Feel empowered that they don’t need to accept any abuse

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Stop trolling people online

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Feel able to ask for support when abuse happens and feel that they will get it from the police

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Recognise the importance of reporting hate crimes

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Feel ashamed about their behaviour in the past and possibly regret it Feel afraid of the police and possible arrest

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Feel more comfortable when walking down the street

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Realise that their actions are not welcome

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Be better able to challenge online trolls

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Take a stand for equality

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Understand that acceptance doesn’t necessarily mean agreement Not take the campaign message seriously

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Feel confident to express love for another person

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Ignore it

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Feel safer and protected

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Not be impacted by it

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Be proud of their country’s anti-hate position

After feeding back on potential impact, encourage learners to respond in open class with their personal views of the campaign. Have they changed as they thought more deeply about its goals? Be prepared for lots of discussion and exchange of views.

Provide further personalised response opportunities

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Raise awareness of how hate crime affects other groups 5. Extending the Campaign – Other Minorities

Use the authentic model to scaffold the creative outcome task

•

Project / display the Dear transphobes letter and set a noticing task for learners to work in pairs and answer these questions: 1. How many questions are in the letter? 2. What are the questions about? 3. How many sentences criticize the hate crimes? 4. How many sentences focus on action?

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Elicit the answers in open class: 1. Three questions; 2. Examples of hate crimes; 3. Two sentences to criticize the crimes; 4. Two sentences focus on actions to take. Then, tell the learners they will work in groups to write their own Dear haters billboard campaign letter. They need to use the same structure and number of sentences as the Dear transphobes letter. They need to agree on a campaign letter as a group either: Dear racists or Dear disablists or Dear bigots. Clarify that in this context, ‘bigots’ refers to haters who commit hate crimes against people because of their religious dress, beliefs and practices.

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Before the learners write their collaborative letters, give them time to brainstorm and note examples of specific hate crimes committed by the particular haters they are focusing on. Monitor to support with ideas and feed in language, as necessary. Once they have ideas for the crimes, the learners need to focus on language to criticise the crime and actions that should be taken.

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When the learners are ready, give them some poster paper or alternatively, they could craft the poster on their devices for printing or display. Set up the ‘scribes’ system where they each take turns to write a sentence, they should all be involved in discussing ideas for each sentence. Monitor and reformulate the sentences to upgrade their accuracy, as necessary.

•

Publish the learners’ posters by either sticking them up around the classroom or projecting them to different areas of the room in billboard style. The learners should read each other’s posters and comment on the possible impact each might have on a) the haters, b) the minority the campaign aims to protect and empower.

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Take some plenary feedback on the learners’ thoughts about the impact of the different groups’ campaign posters. Encourage them to give reasons for their answers and to exemplify concretely with reference to the posters.

•

Run a reflective review by displaying the lesson aims from the start of the lesson sequence. Use these reviewing questions for learners to discuss in pairs. As they discuss, monitor unobtrusively to identify their reflections and any perspective changes:

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

Monitor for potential shifts in perspective 7

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

a) What did we do in these lessons? b) Why did we do these activities? c) What did you learn about hate crimes?

Include a potential citizenship education element

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Close the lesson sequence by inviting learners to consider this question in open class, ‘What do you need to do next?’ Elicit their ideas and summarise.

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You could set a follow up reading task for learners to read the actual Dear racists, Dear bigots and Dear disablists letters for homework to compare these authentic letters with their own campaigns. Option for additional focus outside of classroom

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: Hate crimes vocabulary Work together and match the vocabulary to the definitions: Vocabulary from Dear haters campaign 1. a phobia 2. to torment someone 3. abuse (n) 4. to harass someone 5. to push someone around 6. to threaten someone 7. to humiliate someone 8. to intimidate someone 9. to do someone harm 10. to spread hate

Definitions a) to continually annoy or upset someone who is different from you b) to tell someone who is different that you will hurt or even kill them c) to make someone who is different from you suffer or worry a lot d) to make someone who is different from you feel ashamed about their difference e) to frighten someone who is different to you and get them to do something they don’t want to do f) to hurt someone who is different from you g) to have far-reaching negative impact on people who are different from you, especially online h) an extreme fear of people who are different from you i) violent or cruel treatment of someone who is different from you j) to use your strength to treat someone who is different from you in a rude way

Definitions adapted from Cambridge Learner’s Online Dictionary

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 2

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 2: In their flipflops Dear homophobes…

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

Dear transphobes…

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Special Appendix - Resource 3 Special Appendix - Resource 3 Craft lessons lessonson on Craft Craft lessons on Craft on upto tolessons datetopics topics up date up to date topics up to date topics

Topic: Topic:

Hate comments on social media Hate comments on social media

Source material: Source material: Age and level: Age and level: Time: Time: Main outcome: Main outcome:

Hate Couture campaign by Diesel https://youtu.be/lUJtUojXY1k Hate Couture campaign by Diesel https://youtu.be/lUJtUojXY1k Upper-secondary (15-17 year olds - depending on teaching context), CEFR B2+ Upper-secondary (15-17 year olds - depending on teaching context), CEFR B2+ 2 – 3 lessons (depending on time available) 2 – 3 lessons (depending on time available)

• •

For learners to champion a social justice project by giving a campaign presentation. For learners to champion a social justice project by giving a campaign presentation.

Aims: Aims: • •• •• •• • • •

Align topic Aligntopic topic Align selection with ageselectionwith withageage selection related interests -relatedinterests interests related

Extend beyond Extend beyond to comprehension comprehension ‘deep’ viewing to ‘deep’ viewing

To activate / refresh learners’ schemata about hate comments on social media. To refresh learners’ schemata hate a comments social media. hate comments. To activate develop /learners’ viewing sub skills byabout watching campaignon about challenging To develop learners’ viewing sub skills by watching a campaign about challenging hate comments. To enable learners to recognize lexis often used in hate comments on social media. To recognize lexis in hate comments onvideo socialand media. To enable developlearners learners’todeep viewing suboften skillsused by watching a campaign identifying To develop learners’ deep viewing sub skills by watching a campaign video and identifying messages. messages. To develop learners’ oral fluency by exchanging views and making personal responses to the To develop‘Hate learners’ oral fluency by exchanging views and making personal responses to the campaign Couture’. campaign ‘Hate Couture’. Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020 Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

1 1

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

Procedures: 1. Lead-in / Context Setting (Resource 1) •

Display the photos in Resource 1 around the classroom, allocate pairs or trios and set up a gallery walk activity. Tell the learners to carousel around and make brief notes about each photo by answering: 1. Who is this? 2. Where are they from? 3. Why are they famous?

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Monitor unobtrusively to diagnose the learners’ background knowledge. Plenary feedback by briskly eliciting ideas for each photo.

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Establish the following points during plenary feedback (display an answer key and have learners compare their ideas): PHOTO A: 1. Professional name: Nicki Minaj, own name: Onika Tanya Maraj-Petty. 2. From USA – grew up in Queens, New York and born in Saint James, Port of Spain, Trinidad and Tobago. 3. Rapper and singer. PHOTO B: 1. Professional name: Gucci Mane, own name: Radric Delantic Davis. 2. From USA. 3. One of the pioneers of trap music. PHOTO C: 1. Professional name: Bella Thorne, own name: Annabella Avery Thorne. 2. From USA. 3. Actor, singer and model, famous for playing CC Jones in Disney Channel series, ‘Shake it up’. PHOTO D: 1. Tommy Dorfman. 2. From USA. 3. Played Ryan Shaver in the Netflix series, ‘13 Reasons Why’. PHOTO E: 1. Bria Vinaite. 2. From Lithuania. 3. Played Halley in The Florida Project. PHOTO F: 1. Miles Heizer. 2. From USA. 3. Played Alex Standall in the Netflix series, ‘13 Reasons Why’. PHOTO G: 1. Barbie Ferreira. 2. From USA. 3. Played Kat Hernandez in the HBO series, ‘Euphoria’. PHOTO H: 1. Professional name: Yoo Ah-In, own name: Uhm Hong-sik. 2. From South Korea. 3. Actor, creative director and gallerist.

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Elicit what the 8 people have in common to lead the learners to ‘they are celebrities and influencers’, concept check as necessary. Tell the learners to choose one of the celebs / influencers and close their eyes. Lead a guided visualisation activity by telling the

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Use guided visualisation as initial ‘empathy’ activity learners to imagine their chosen celeb is turning on their smartphone or tablet and scrolling through their Twitter or Instagram feed. They should imagine in their mind’s eye, the comments on their chosen celeb’s tweets and photos and how these comments might make the celeb feel. Tell the learners to open their eyes and share their thoughts in pairs. Monitor unobtrusively to diagnose whether anyone mentions online trolling, abuse or hate comments. Diagnose awareness •

Feedback in open class by eliciting ideas from 2 – 3 pairs. Encourage learners to give reasons for their responses and concept check the meaning of ‘online trolling’ and ‘hate comments’ by giving examples.

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Tell learners that in these lessons, they will focus on hate comments on social media and ways to empower victims of these comments. Outline the lesson menu for the learners, concept checking terms as necessary: Frame aims in In these lessons, we will… learner-centred terms to be purposeful a) learn new vocabulary to recognise hate comments on social media b) watch a ‘capsule collection’ campaign video which empowers victims of hate comments c) create our own ‘capsule collection’ campaigns for a social justice project

2. Focus on Diesel’s ‘Hate Couture’ Campaign (Resource 2)

age-relevant focus on social justice via the main outcome

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Ask learners whether they know the fashion label, Diesel - Do they like the clothes? Why or why not? Do they know any of Diesel’s online advertising campaigns? Who is featured? What happens in the advert? Say they are going to watch a clip of a Diesel campaign featuring the celebs and influencers from the gallery walk activity. Tell the learners that the campaign is called ‘Hate Couture’ and ask why they think it has this particular title. Establish that it’s a twist on the high fashion term, ‘haute couture’ as the campaign focuses on real hate comments received by the celebs and influencers on social media.

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Use Resource 2 and set a viewing task for learners to watch the clip and write down the hate comments received by 7 of the celebs on their feeds. After viewing, have the learners check the hate comments in pairs. Monitor to establish whether they have noted all the comments or whether they need to view again. You could replay and pause the clip at key points to provide time for writing, if necessary. Have learners complete noticing tasks to 3 highlight offensive language use

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX •

Feedback: display Resource 2 enlarged on the board, distribute markers and have volunteers come up to write the comments in the table. Check as a whole class and correct the comments, as necessary: 1. Nicki Minaj: ARTISTA DE MIERDA / SUCH A BAD GUY / BITCH CAN’T RAP 2. Tommy Dorfman: FAGGOT 3. Yoo Ah-In: CYNIC 4. Bria Vinaite: WHAT A WHORE! / SLUT! / SHE’S A TOTAL SLUT 5. Barbie Ferreira: FAT / FAT / FAT 6. Miles Heizer: WEIRDO 7. Gucci Mane: FUCK YOU IMPOSTER

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Ask the learners in open class – Have they seen these types of hate comments on other celebrities’ social media feeds? Whose? Have they seen the same types of hate comments in their own language(s)? Have they seen similar hate comments on their classmates’ social media feeds / walls? (Handle this last question sensitively in case there are learners who have personally suffered from online abuse). Personalise in a sensitive manner 3. Vocabulary for Recognising Hate Comments (Resource 3) To enable learners to recognize hate comments on social media, they should have some exposure to these comments in the upper secondary English classroom, and you should concept check, as necessary. Resource 3 is a jumbled matching task which you could use to establish and clarify meaning in a learner-centred way. You should also highlight the frequent use of emojis to accompany (or used instead of) the hate comments (e.g. the thumbs down or vomit emoji) and how these further negatively impact the person being targeted. Ensure there is a clear meaning-focused lesson stage

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Option A (More challenging) •

You could put the 10 hate comments on cards and have learners work in pairs / mini groups to turn them over. They could take turns to define each one. You should monitor this activity very closely to clarify the comments where necessary - learners need to be aware of the offensive connotations as well as the highly judgmental uses. Give pairs / groups examples in the context of online hate comments and elicit other uses, as relevant.

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Feedback: distribute Resource 3 for learners to match as an answer key so they have a written lexical record. Answers: 1g; 2d; 3i; 4e; 5j; 6h; 7c; 8f; 9a; 10b.

Option B (More scaffolded) •

Distribute Resource 3 and have learners work in pairs / mini groups to match the comments and definitions. You could make this more physical by cutting up and terms and definitions and having learners match. You should monitor this activity very closely to clarify the comments - learners need to be aware of the offensive connotations as well as the highly judgmental uses. Give pairs / groups examples in the context of online hate comments and elicit other uses, as relevant.

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Feedback: rather than laboriously eliciting correct answers, display an answer key, have learners check and follow up in plenary by focusing on comments where the learners had challenges. Answers: 1g; 2d; 3i; 4e; 5j; 6h; 7c; 8f; 9a; 10b.

4. Messages in the Capsule Collection

Enable learners to think more deeply

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Allocate groups and have learners brainstorm ways that Diesel’s ‘Hate Couture’ campaign for this ‘capsule collection’ (featuring hoodies, denim jackets and bomber jackets) uses hate comments to empower those who experience this abuse on social media. Monitor unobtrusively to diagnose which aspects the learners have identified from their initial viewing.

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Elicit brief feedback from each group, then set the following detailed viewing task. Learners should watch the clip again and make brief notes to answer these questions (concept check the vocabulary, as necessary):

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

Use ‘deeper’ viewing activities

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX 1. How does incorporating hate comments in the designs empower the celebs? 2. How do the celebs show that they feel empowered? Use focus questions to 3. How does the song emphasise the campaign message? enable learners to view more 4. What is the campaign slogan? deeply 5. What happens to the smartphone near the end? Play the clip so learners can make notes. Ask if they want it to be replayed a final time to finish their notes. Then, incorporate a pair check / mini group check and monitor to identify whether they have answered the questions. Based on what you noticed while monitoring, nominate learners in open class to provide answers. Ensure you highlight the following points in plenary feedback: 1. 2.

3. 4. 5.

In common with the actions of marginalised groups throughout history, taking labels of hate and ‘owning’ them with pride removes their negative power and impact. Ultimately, these actions challenge the haters directly. They all proudly wear a garment from the capsule collection, dance and laugh. For example, Bria Vinate, parodies being called a ‘slut’ by dancing in a red light window (traditionally associated with prostitution in some countries) and Barbie Ferriera parodies being called ‘fat’ by eating lots of cake. These actions are symbols of challenge to the haters and further remove the power and impact of the hate comments. ‘I want to be loved by you’ has the opposite message of ‘hate’ and further conveys the campaign’s message of positivity and self-esteem. ‘THE MORE HATE YOU WEAR THE LESS YOU CARE!’ = Wearing or ‘owning’ the comment removes its impact on you. Focus on key It gets stamped on which is a strong message of refusal to accept the negative impact of hate comments on social media. messages

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After feeding back on the messages, encourage learners to respond in open class with their personal views of the campaign. Have their views changed as they noticed how the celebs ‘owned’ the hate comments and used them for empowerment? Be prepared for lots of discussion and exchange of views. Enable learners to respond personally to 5. ‘Only the Brave Foundation’ Campaign – YOUR Capsule Collection campaigns •

Tell the learners that part of the money from sales of the ‘Hate Couture’ collection is donated to Diesel’s ‘Only the Brave Foundation Projects’. This has included over 70 projects worldwide and all of them are innovative, sustainable and have positive social impact. Set a creative task for learners to work in groups and visit the webpage to choose a project for a capsule collection campaign. Groups can choose between: Sono Mobile, Refugee Housing Units, Celebrating with Pride, AFNUT – Female Action for Nutrition, Pink Shuttle, Fearless Girls, Satyagraha, House of Smile. They need to first read about the project’s main focus and goals and make brief notes to gain a shared understanding. Monitor to provide support with language, as necessary.

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

Provide a clear element of choice for extension tasks

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Ensure creative tasks appeal to the age range

Shift the focus from ‘hate’ to ‘empowerment’ •

Once the groups are familiar with their chosen projects, they need to collaboratively design a capsule collection including a hoodie, a denim jacket and a bomber jacket which could be drawn and coloured on a poster or by using a graphics program on a computer or tablet. Each group needs to include comments on their three garments, but instead of hate comments, these must be empowering comments, connected to their chosen project messages. You should monitor and support with vocabulary.

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When the garment designs are ready, set the learners another creative task to prepare a group oral presentation. This should outline ideas for an advertising campaign to promote their capsule collections. You will need to monitor closely to help shape their ideas and feed in language. The groups need to collaboratively agree on the following and visually represent their ideas in maximum 6 slides: a) Which celebs, influencers or other people will appear in the campaign video? b) How will the 3 garments be included? Use key c) What ‘story’ (related to the project) will the video include? elements from the authentic d) What messages of empowerment will the video have? source material as a scaffold e) Which song will the campaign use? f) What will the campaign slogan be?

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When the learners’ presentations are ready, set up stations around the classroom. Have them carousel in their groups, taking turns to give / listen to each groups’ mini presentations. Encourage the learners to ask the other groups 3 follow up questions to find out more about the goals of each campaign. Have follow up Qs

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Take some plenary feedback on the learners’ thoughts about the messages of the different groups’ campaign presentations. Encourage them to give reasons for their answers and to exemplify concretely with reference to the slides.

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Run a reflective review by displaying the lesson aims from the start of the lesson sequence. Use these reviewing questions for learners to discuss in pairs and as they discuss, monitor unobtrusively to identify their reflections and any perspective changes: a) What did we do in these lessons? b) Why did we do these activities? c) What did you learn about hate comments? d) What did you learn about empowerment? e) What are you going to do next?

Enable learners to reflect collaboratively on their learning in relation to the EDI focus

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: PHOTO A

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: PHOTO B

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: PHOTO C

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: PHOTO D

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: PHOTO E

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: PHOTO F

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

Resource 1: PHOTO G

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 1: PHOTO H

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX

Resource 2: ‘Hate Couture’ by Diesel

Celebrity / Influencer

Hate Comments Received

1. Nicki Minaj 2. Tommy Dorfman 3. Yoo Ah-In 4. Bria Vinaite 5. Barbie Ferreira 6. Miles Heizer 7. Gucci Mane

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente

LESSON PLAN 3

TEYLT WORLDWIDE ISSUE 1, 2020 SPECIAL APPENDIX Resource 3 Hate Comment 1. Imposter

Meaning and Use a) Someone who thinks that other people are only interested in themselves. b) An insult to describe a person considered to be overweight. c) An offensive term to criticize someone who has casual sex (similar to ‘what a whore’).

2. What a whore 3. Faggot 4. Weirdo

d) A derogatory term to criticize someone who has casual sex (similar to ‘a total slut’).

5. Such a bad guy

e) A negative term to describe someone considered strange. f) An insult to refer to a rapper who thinks they are good at rapping, but actually they are not. g) When someone pretends to be someone else.

6. Artista de mierda 7. A total slut 8. Bitch can’t rap

h) An offensive Spanish expression to describe ‘a very bad singer’.

9. Cynic

i) An offensive term to refer to a boy / a man who is gay. j) Someone who behaves in a nasty or mean way towards other people.

10. Fat, fat, fat

Developed by David Valente, IATEFL YLTSIG Coordinator for TEYLT Worldwide Issue 1, 2020

TEYLT Worldwide Issue 1, 2020 Appendix - Developed by David Valente