The Fur Debate

Age/English Level
Elementary grade 4 to 6, Intermediate High

Time Frame
60 minutes

Content Objectives

SWBAT discover different viewpoints in regards to wearing fur.

SWBAT defend or criticize on issues related wearing fur.

Language Objectives

Key vocabularies: article, survive, leather, trap, debate

Related adjectives (past participles): crowded, skinned, injured,
confused
Discourse structures : how to express opinions

Classroom Preparation
Desks are organized in rows. The teacher has put the first slide of PPT (the pictures of people wearing fur)
on the board projector before class starts.
Time
5

5
10

10

10
10
5

Sequencing of Activities
Introduction
1. T shows the PPT to the students one slide
at a time and asks:
What are the people in each picture
wearing? Why do they wear these
clothes?
Activities
2. Ss match key vocabularies with the
pictures and definitions.
3. Ss read the passages and classify people
who agreed and who didnt agree on
wearing fur by writing peoples names on
the list.
4. Ss read the passages again and find out
main ideas and supporting sentences.
(Instruct students that they have to write
them down. Show PPT2&3 for
modeling.)
5. Ss get into groups of 4 and write down
pros and cons of wearing fur.
6. Ss now decide whether they agree it or
not and write down main ideas and
supporting sentences.
7. Ss vote for one person who wrote reliably
and persuasively. (Ensure that each
student cannot vote their own writing.)
8. Teacher shares the result.

Interaction

Focus

Materials

class

PPT #1

pairs

Worksheet #1

Individual

Worksheet #2

pairs

Worksheet #3
PPT #2&3

group

Worksheet #4
PPT #4

Individual

Worksheet #5

class

PPT #5

class

Time

Sequencing of Activities

Closure
9. T asks Ss: Are you satisfied with the
result? Do you still want to wear fur?

Interaction

Focus

Materials

class

PPT#6

Homework
Ss search the Internet to find: 1. At least 2 celebrities who like wearing fur, 2. At least 2 celebrities who
are against wearing fur, 3. and create a persuasive writing in order to persuade people from wearing fur.

Rationale
The introduction to the lesson is a whole-class activity, and PPT1 helps students scaffold as well as
familiarize with the topic. This step also activates students background knowledge.
Step 2 aims to absorb students into the lesson by providing vocabularies and pictures rather than
forcing them to write with their own. This process give students opportunities to actively engage in
the lesson because it not only reduces cognitive demands but also lowers their affective filters.
Step 3 allows students to find out the gist in each paragraphs. Rather than analyzing all details,
students briefly reads them. This activity alleviates their learning burden.
Steps 4 and 5 tries to involve students in cooperative learning in which they have to negotiate together
in order to find out main ideas, supporting sentences, and pros and cons. (Step 4 is underlining; Step 5
is writing)
Step 6 is the extension steps. It is designed to develop their accuracy and help students conceptualize,
formulate, articulate, and self-monitor.
In step 7 students are encouraged to vote for the best writing. By notifying students about this, they
will be more engaged.
Step 8 is teacher-led activity. Through this step, teacher finally shares the result based on the survey.
Students will be able to feel a sense of achievement.
Throughout the steps, students work collaboratively. Teacher needs to encourage students to work
together to provide more relaxing atmosphere.
In the closure of the lesson, students share their opinions about the result and talk together if their
opinions about wearing fur have changed. I think this is a good introduction to the homework.