Didactic Unit
Teacher in training: Leidy Stefanny Angarita
Title of the Unit: Social Media
Contextualization: The sessions will be developed in a virtual environment, with a student that was assigned by the practice institution. The student is 18 years old and live in Bogotá. She is cursing their last grade in the institution; their English level is A2 – B1.
Justification: I consider that it is important to show to the society the impact that the social media makes over them, the social media have an influential power over us, and we do not see it, for that reason, we need to analyze and critic the use of the social media and if it is really important.
Organization of the Didactic Unit: The unit will be divided into three sessions, which we will see a widely overview about the social media.
General Objective
To develop a critical understanding of social media's impact on individuals, society, and various fields, and to equip students with the knowledge and skills necessary to navigate and engage responsibly in the digital world.
1. Gain insight into the psychological impact of social media use and devise approaches to foster healthy digital habits and responsible online conduct.
Specific Objectives
2. Investigate how social media shapes public discourse and activism, evaluating its effects on democracy and information dissemination.
Subject Content
3. To help students talk about Facebook and other social networking websites.
Language Content / Communi cation
Vocabulary
First subject: Are you Living an Insta Lie?
- Using “look” and “look like”
- Vocabulary
- Use of “but” and “in fact”
Second subject: Why do we Take Selfies?
-What is a selfie? (Discussion)
- New vocabulary
- What motivates people to take selfies
Third subject: Facebook and Social Networking
- Reading “Friends”
- Social Networking Profile
- Implement “must” and “mustn’t”
In the first subject, they will learn the phrase “scroll through the feed”. Correct use of “look” and “look like”. They will identify other phrases like feel annoyed, hang out with friends, organize a desk. Secondly, they will learn about selfie meaning, why people do that and new vocabulary that it is used related to selfies. Finally, they will know about the biggest social media of the internet, Facebook, different vocabulary that is is implemented there and how use “must” and “mustn’t".
Structures
In this unit we will not learn any grammar structures as we will more focus on vocabulary and identify the context to use phrases with its correct meaning. All the vocabulary it is related with the topics of the unit, so, the activities will agree with the main objective.
Language skills / Discourse type
I will implement listening, speaking, reading and writing skills, the aim is to reinforce each student´s skill, like that she can be more confident with her knowledge.
The discourse used will be descriptive and instructive, as a class must be developed following steps so the learning of the student can be effective.
Session 1: Are you Living an Insta Lie?
Activity 1. Read two opinions about Instagram and discuss if she is agreeing and why.
Appendix 1. Opinions about Instagram
Activity 2. Complete some sentences using the words “look” and “look like”. The student has to read and write the word in the blank space so can have sense.
Appendix 2. Using “look” and “looks like”.
Activities
Activity 3. The student will have to complete the sentences using verbs from the box. The words can be used more than once.
Appendix 3. Common phrases on Instagram
Activity 4. Complete the sentences with prompts and implementing “but” or “in fact” when is needed it.
Appendix 4. Using “but” and “in fact”
Session 2: Why do we Take Selfies?
Activity 1. Discuss three questions about what a selfie is, how often the student takes selfies, why she does that, and how the people perceive to someone who is knowing for take a lot of selfies.
Appendix 5. Warm Up “What is a Selfie?”
Activity 2. Complete the sentences using the words in the correct form, then, complete other sentences about list of motivations for taking selfies with the same words of previous point.
Appendix 6. Motivation for take selfies.
Activity 3. The student will watch a video about “How "Selfie Culture" Took Over the World, According to New Yorkers” and she will find out what motivates the people to take selfies.
Activity 4. Look some words related that are commonly used on social media, ask to the student its meaning and if she already heard of them. Finally read the meaning of the sentence.
Appendix 7. Social Media Vocabulary
Session 3. Facebook and Social Networking
Activity 1. Display the names or logos of Facebook, Twitter, Snapchat, and Instagram and initiate a discussion with the student regarding their familiarity with these social networking platforms. Inquire whether she use these platforms, their frequency of usage, purposes for usage, favorite platforms, and the reasons behind her preferences. Additionally, encourage her to identify any individuals who have gained fame through their presence on social media.
Appendix 8. Apps and Questions
Activity 2. The student will quickly read the text “Friends” and she will answer the question “Why was Ivy Bean famous?”.
Appendix 9. Text “Friends”
Activity 3. The student will create her own profile to join a friend page, she will describe her and mention some interesting things about her.
Appendix 10. FriendPage Profile.
Activity 4. The student will complete the house rules to enter to the Friend Page using “must” and “mustn’t”.
Appendix 11. House Rules.
Appendices:
1. Opinions about Instagram: A worksheet with the questions.
2. Using “look” and “looks like”: A worksheet with the sentences to put the correct word.
3. Common phrases on Instagram: A worksheet which contains common phrases used on Instagram, the student has to complete it with the words of the box.
4. Using “but” and “in fact”: A worksheet with an activity to complete the sentences.
5. Warm Up “What is a Selfie?”: A guide of questions on an online presentation.
6. Motivation for take selfies: A worksheet with two parts, the first one the student has to complete the sentences using the correct form of the verbs, and then complete phrases about motivation for take selfies with the same words.
7. Social Media Vocabulary: An online presentation with the new words and its
Organization and class distribution / timing
meaning
8. Apps and Questions: An online presentation with the logo of the Apps and the questions.
9. Text “Friends”: A worksheet with the text “Friends” and the space to answer the question.
10. FriendPage Profile: A worksheet with a chart where the student will complete the missing information about her.
11. House Rules: A worksheet with sentences of what the student should do and should not do in the FriendPage.
Methodology
Session 1: Are you Living an Insta Lie? (First class)
Activity 1.
Type of work: Whole class activity
Duration: 20 – 30 minutes
Activity 2.
Type of work: Individual work
Duration: 15 minutes
Activity 3.
Type of work: Individual work
Duration: 15 minutes
Activity 4.
Type of work: Individual work
Duration: 15 minutes
Session 2: Why do we Take Selfies?
(Second class)
Activity 1.
Type of work: Whole class activity
Duration: 30 minutes
Activity 2.
Type of work: Individual work
Duration: 20 minutes
Activity 3.
Type of work: Whole class activity
Duration: 15 minutes
Activity 4.
Type of work: Individual work
Duration: 20 minutes
Session 3. Facebook and Social Networking
Activity 1.
Type of work: Whole class activity
Duration: 20 minutes
Activity 2.
Type of work: Individual work
Duration: 25 minutes
Activity 3.
Type of work: Individual work
Duration: 20 minutes
Activity 4.
Type of work: Individual work
Duration: 10 minutes
Resources / Materials
1st session: Are you living an Insta lie? (2022, September 26). ESL Brains. https://eslbrains.com/are-you-living-an-instalie/
Are you living an Insta lie? (n.d.). Retrieved May 18, 2023, from https://eslbrains.com/wpcontent/uploads/2022/09/ESL-Brains-Are-youliving-an-Insta-lie-TV-5401.pdf
2nd session: Why do we take selfies? (2020, February 16). ESL Brains. https://eslbrains.com/why-dowe-take-selfies/
Why do we take selfies? (n.d.). Retrieved May 18, 2023, from https://eslbrains.com/wpcontent/uploads/2020/02/ESL-Brains-Why-dowe-take-selfies-TV-1955.pdf
3rd session: Facebook and social networking. (2023). TeachingEnglish.
https://www.teachingenglish.org.uk/teachingresources/teaching-secondary/lessonplans/intermediate-b1/facebook-and-socialnetworking
Lesson plan Facebook and social networking. (n.d.). Retrieved May 18, 2023, from
https://www.teachingenglish.org.uk/sites/teach eng/files/Facebook%20and%20social%20netwo rking%20lesson%20plan.pdf
Skills Evaluated: Writing, Speaking, Listening, and Critical Thinking
Evaluation (criteria and instruments)
Criterion 1: Writing - Assessing proficiency in writing skills for social media, including organization, language use, grammar, and impact.
Criterion 2: Speaking - Evaluating the ability to express ideas clearly and confidently with appropriate language, tone, pronunciation, and engagement.
Criterion 3: Listening - Measuring attentive listening skills and comprehension of spoken content related to social media, including interactive engagement.
Criterion 4: Critical Thinking - Assessing the ability to analyze and evaluate social media content, identify reliable sources, and consider the impact of social media critically.
Note: The rubric provides a framework for evaluating each skill based on a scale from 1 (limited) to 4 (excellent). It can be adjusted as needed for specific grading criteria and weightage.
References:
Are you living an Insta lie? (2022, September 26). ESL Brains.
https://eslbrains.com/are-you-living-an-insta-lie/
Are you living an Insta lie? (n.d.). Retrieved May 18, 2023, from
https://eslbrains.com/wp-content/uploads/2022/09/ESL-BrainsAre-you-living-an-Insta-lie-TV-5401.pdf
Why do we take selfies? (2020, February 16). ESL Brains.
https://eslbrains.com/why-do-we-take-selfies/
Why do we take selfies? (n.d.). Retrieved May 18, 2023, from
https://eslbrains.com/wp-content/uploads/2020/02/ESL-BrainsWhy-do-we-take-selfies-TV-1955.pdf
Facebook and social networking. (2023). TeachingEnglish.
https://www.teachingenglish.org.uk/teaching-resources/teachingsecondary/lesson-plans/intermediate-b1/facebook-and-socialnetworking
Lesson plan Facebook and social networking. (n.d.). Retrieved May 18, 2023, from
https://www.teachingenglish.org.uk/sites/teacheng/files/Facebook %20and%20social%20networking%20lesson%20plan.pdf .