VIOLENCE IN THE MEDIA
LESSON PLAN

Every gun has a history. Let's not repeat it.

States United to Prevent Gun Violence is a network of 31 state affiliates working to end gun violence and support existing state-based gun violence prevention groups. They are working to build healthy communities by reducing gun death and injury through stronger laws and community education. Here you will find some work on one of the videos that they have used in one of their campaigns.

LISTENING COMPREHENSION - Fill in the gaps :
Man wants to make a point so he gathers guns and equipment up and opens a store in New York and people come in. Blonde woman comes in.

SELLER: "You're interested in a gun, something for target practice?"


WOMAN: "for……………………………………, more for just ……………………………………, just ……………………………………. " Her husband comes and stands next to her and says " I am protect Amendment so it's like kind of hard to find that in New York City".


SELLER: "Like I was showing your wife, the first gun I showed her was this revolver, it's the easiest gun we have to use, you know it's our most popular gun I showed her. It's a 22 caliber 6-inch revolver. It's also a gun a……………………year old found in his parent's bedroom and went down and …………………………………… his ……………………………………old baby brother with it.


(Man looks amazed).


MAN : "When you say shooter, a …………………………kid "dead 1" what is that?


ANOTHER MAN : " Couldn't believe that was actual gun. This is the one he used holy shit"


BLACK GIRL: " can you take this shit back once you do it"


SELLER: "This is a 9 millimeter semi-automatic, it's a very handy gun, easy to use you can carry it in your purse like that gal from Walmart. ……………………………………son reaches in her pocketbook pulls it out and ……………………… her. ………………………, gone. No mas" He continues "Collectors love this one. Adam Lanza's mom had this one in her collection too. He took this one and several other guns and …………………………… her and went down to Sandy Hook and …………………………………… teachers and……………………innocent children.……… little kids gone just like that" ....(2 minutes into video)


SELLER turns to black woman in white headband: "He walked into a McDonald's in San Diego, ……………………………………and ……………………………………. It's one of the deadliest mass shootings in American history"


SELLER: "They thought ironically that they were …………………………………… their 9 month old. She thought she was …………………………………… her 2 year old.


9 millimeter semi-automatic 40 caliber compact 45 caliber 9 millimeter sub-machine gun. 12 gauge pump-action shot gun. Why don't you have a closer look"

USED:.....S……………… H…………………… Elementary School

LOCATION: S………………… H…………, Connecticut

DATE: 12/14/20…………

SHOOTER: Adam Lanza

KILLED: …………………

WOUNDED: …............

Every gun has a history. Let's not repeat it.
CUSTOMERS REACTIONS AFTER :

"I was pretty …………………………………… by just entire history of every gun in the store"

"Maybe I should think I …………………………………… buy the gun"

"It made me think twice and I …………………………………… buy one"

"It's one of our rights but my opinion has definitely changed. I don't feel safe with the gun"

"You …………………………………… to be the Walmart case"

Extreme Sports

- White water rafting and parkour: listening comprehension
- Would you like to do a bungee jump? Writing: your opinion
- World record sky dive: watch and check your comprehension
- How do extreme sports devotees get their kicks? Reading and vocabulary.

Describe your personality. Video activities.

VIDEO ACTIVITIES

1. Watch the following video and answer the questions:

1.a. What are the adjectives that these three women use to describe themselves?
1.b. What adjectives does Catherine choose to explain the way other people see her?

2. Now watch the first 35 seconds of the following video.

1.a. Name eight personality traits that Luella mentions                     when she describes herself.
1.b. What is Luella de la Twig's problem?
1.c. Can you think of any personality adjectives that you               can use to refer to someone who really suffers from that                   problem?

AF. 1 Bach. - Webquest 1

Read the words below and surf the net to find a person and a story that connects them all. You will have to explain why each of the words is on this list:

MOUSTACHE

RIVER

GEESE

155

DESCRIBING PEOPLE - AF. 1 BACH.

- Listening - (B1): Listen to two students talking about their teachers
- Listening - (B2): At the office. Hiring a new worker.

- Some interesting expressions that we use to describe people.

CONDITIONAL CLAUSES

The lie we live in...

What is stopping us from doing what we want to do, being what we want to be?
Are we really free? Are we really happy? 

Food for thought: child labour

The term “child labour” is often defined as work that deprives children of their childhood, their right to education and their dignity, and that is harmful to their physical and mental development. 

It refers to work that is mentally, physically, socially or morally dangerous and harmful to children. It usually interferes with their schooling either because they can't attend school or because because it obliges them to leave it prematurely.

In some parts of the world, kids are made to work really long hours in awful conditions. In its most extreme forms, children are enslaved, separated from their families, exposed to serious risks and illnesses and/or left alone and unprotected on the streets of large cities – often at a very early age. 

Sometimes these children are illegally used for working in unhealthy sweatshops, making leather goods, clothes and shoes that are later shipped to all parts of the world. You can probably find them in almost every shop in your own town. So...

Do you think about child labour at all when you buy brands? Do you wonder about the hands that have made the clothes you are wearing? And do you think we get enough information about it? Think about it the next time you go shopping.

In this video, you can see the enormous contrast between what life is like for children from different parts of this utterly unfair world. You can read the lyrics of the song by Radiohead below.

Radiohead: All I Need

I'm the next step

Waiting in the wings

I'm an animal

Trapped in your hot car

I am all the days

That you choose to ignore

You are all I need

Youre all I need

I'm in the middle of your picture

Lying in the reeds

I am a moth

Who just wants to share your light

I'm just an insect

Trying to get out of the night

I only stick with you

Because there are no others

You are all I need

Youre all I need

I'm in the middle of your picture

Lying in the reeds

It's all wrong, it's all right

It's all wrong, it's all right

It's all wrong, it's all right

It's all wrong, it's all right

It's all, it's all

Read more: Radiohead - All I Need Lyrics | MetroLyrics 

DESCRIBING A PAINTING - ART AND VISUAL EDUCATION - 1ESO

- Take a close look at the painting, study it carefully and think about what makes it important or special. What calls your attention? Why have you chosen it?

- Decide how to structure your description; draw a diagram with the ideas you are going to include. This is a basic outline:

1. INTRODUCTION:

The name of the painting is…

It was painted by…, in… (place and year)

The style/movement it represents is… (realism/impressionism/surrealism/cubism…)

The size of the painting is…

We can see it in/It is displayed in…

2. THE ARTIST

When and where was he/she born?

Do you lnow anything about his/her education and ideas?

Is there any important event in the artist's life that is relevant when we talk about this work in particular?

3. DESCRIBE WHAT YOU SEE AND WHERE IT IS IN THE PAINTING:

What can you see?

Is it a landscape, a portrait, a still life, an abstract painting…?

The painting shows/depicts/represents...

The scene takes place in...

We can see...

There is/are...

In the foreground/background...

In the middle/In the centre...

At the top/At the bottom...

On the left/On the right...

Between/Behind/In front of/Next to…

The atmosphere is relaxing/peaceful/depressing/bleak...

b. Colours:

We can see cool/warm/bright/loud/dark/delicate...colours.

c. People:

Are there people in the painting? What do they look like? What are they wearing? What are they doing? What is happening?


d. Style, techniques and visual elements:

Materials: oils, watercolours, canvas, paper...
Lines, shapes, brushstrokes, light, texture, composition...

4. YOUR OPINION:

I think…
In my opinion…
It seems…
The painting makes me think of…
It reminds me of…
It makes me feel…
I like / don’t like this painting because…
It symbolizes…
It expresses…
It depicts...


Click HERE to see an example.

Click HERE to visit our Moodle course and find more information and extra practice.