LESSON EIGHT (Design for Change)

Online, Asynchronous
Skill: Processing information

Essential questions:
● Does having students take responsibility for presenting a topic to their classmates to
allow them to connect with other cultures and look at language at a deeper level?
● Does providing opportunities for a flipped classroom encourage critical thinking about a
cultural or societal problem while also showing the impact that communicating about a
theme can have?

Learning Objectives:

At the end of this lesson, students will be able to:

Learning Objectives Students’ Needs Assessment READY strategy based on 5C
(click the link to see details) standards (Goal Areas)
#1: Academic English and
skills; #2: Communicative
English; #3 Good
motivations

Explain the major differences #1, #2 Explain: learners understand,

between the flipped and interpret, and analyze what is
traditional lessons. heard, read, or viewed on a
variety of topics. Clarify the
“why” or the “how” of ideas,
actions, or phenomena.
(in Communication goal area)

Reinforce: learners build,

reinforce, and expand their
knowledge of other disciplines
while using the language to
develop critical thinking and
to solve problems creatively.
(in Connections goal area)
 Advancement:learners use the
language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Skim and highlight an article #1, #3 Explain: learners understand,

to determine words and interpret, and analyze what is
concepts that they think are heard, read, or viewed on a
important to the main idea variety of topics.
and theme of a text. (in Communication goal area)

Reinforce: learners build,

reinforce, and expand their
knowledge.
(in Connections goal area)

Prepare an online “lesson” #3 Reinforce: learners access and

about their topic for their evaluate information and
fellow classmates. diverse perspectives that are
available through the language
and its cultures.
(in Connections goal area)

Advancement: learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Apply cultural comparison #1, #2 Reinforce: learners access and

and critical thinking through evaluate information and
problem-solving. diverse perspectives that are
available through the language
and its cultures.
(in Connections goal area)
 Explain: learners interact and
negotiate meaning in spoken,
signed, or written
conversations to share
information, reactions,
feelings, and opinions.
(in Communication goal area)

Advancement: learners use the

language to investigate,
explain, and reflect on the
relationship between the
practices and perspectives of
the cultures studied.
(in Culture goal area)

Develop: learners develop

insight into the nature of
language and culture in order
to interact with cultural
competence.
(in Comparison goal area)

Yearn towards: learners use

the language both within and
beyond the classroom to
interact and collaborate in
their community and the
globalized world.
(in Community goal area)

Important concepts: flipped classroom, traditional classroom, skimming, highlighting, main

idea, critical thinking

Teacher Instructions:
● Review the Flipped vs. Traditional infographic and write down 3 main differences
between the two learning environments on a separate piece of paper.
● Scan the topics of the articles concerning waste and creative ways that people are dealing
with this topic around the world.
● Select a subtopic and skim and highlight an article to determine words and concepts that
 you think are important to the main idea and central theme(s) of the text.
● Search the web to find an additional video and article related to your subtopic.
● Prepare a blog post in which you share a way to “give back” approach to the topic of
waste. Completing the Creating a Blog Post Guide. Your blog will be evaluated using
the Blog Evaluation Rubric out of a possible score of 7.

● Create your blog post by using Adobe Spark (https://spark.adobe.com/sp/projects).

● Share a link of your project on the Discussion Board and comment on 3 of your
classmates’ blog posts before the next lesson for credit/no credit/partial credit.
● Then, complete the comprehension quiz to demonstrate understanding which allows for
reflection on the world’s waste problem and its relationship to society.
● Write an reflection of all that you learned in this Module using the Lesson 8 Reflection
Prompt
● Comment on your classmates blog posts before the next lesson. You should leave a
minimum of 3 comments for credit/no credit/partial credit

Materials needed:
● Computer
● Flipped vs. Traditional infographic
● READY reflection from Lesson 5
● Lesson 8 reflection prompt

Collaboration/group work: Students will work to create a flipped lesson for their classmates
and are required to interact on a discussion board to engage with the materials that their
classmates created.

Assessment: Three benchmarking assessments will allow students to reflect on their study of
one of the world’s waste problems and their relationship to society. Students will complete a
graded blog post and will comment on 3 of their classmates’ posts for credit/no credit/ partial
credit. They will complete an ungraded comprehension quiz for the understanding of the extent
of the issue. Students will write a reflection using Lesson 8 Writing Prompt and submit via
LMS. The blog post and reflection will be graded using the following rubrics.
Assessment Rubric

Comprehension quiz:
https://www.nationalgeographic.com/environment/urban-expeditions/austin/take-this-food-
waste-quiz-show-off-your-knowledge/
Subtopic article bank:

Bikes and books:

https://www.thisiscolossal.com/2019/04/beetle-shaped-mobile-
library/?fbclid=IwAR2MGOzmsZuaWd8df1aFNzyAPDF1Xe1EUYhDPr6vcW_x9c0EGHC6cyHh
OuM

Clothing:
https://www.seattletimes.com/business/fashion-brands-create-programs-to-recycle-repurpose-
clothing/

Palm oil:
https://www.bbc.com/news/uk-scotland-scotland-business-
48023412?ocid=socialflow_facebook&ns_source=facebook&ns_campaign=bbcnews&ns_mcha
nnel=social&fbclid=IwAR0eXu16U2YgkLy2Od0NB1zKf0n3I4G_bryfMJ-lLBf7M-2-
ARNml4YDoFg

Everyday items:
https://www.huffpost.com/entry/recycled-mall-sweden-retuna_n_5bfd0762e4b0eb6d931346b3

Food:
https://www.huffpost.com/entry/this-country-wastes-the-least-amount-of-
food_n_58485a52e4b08c82e8894c31

https://www.indiatoday.in/lifestyle/people/story/people-are-leaving-extra-food-for-the-homeless-
in-this-fridge-installed-by-a-restaurant-in-kochi-pappadavada-hungry-minu-pauline-deprived-
initiative-leftover-community-fridge-316244-2016-04-04

Expensive tools:
https://www.theguardian.com/society/2019/apr/24/library-of-things-borrowing-scheme-conquer-
world?CMP=Share_iOSApp_Other

Car seats:
https://www.scarymommy.com/target-car-seat-trade-in-2019/

Bottles:
https://www.huffpost.com/entry/tateh-lehbib-breica-refugee-plastic-bottles-houses-
algeria_n_591c586ce4b0a7458fa49711

Cow dung:
https://www.cbsnews.com/news/why-cow-dung-patties-are-selling-like-hot-cakes-online-in-india/
Creating a Flipped Lesson Guide
Creating a blog post guide
Reflection prompt