Esl Lab Vocab

LESSON ONE
THE NARRATIVES
OF MY LIFE
PURPOSE IN THIS LESSON
1. ACTIVITIES
The purpose of this lesson is to explore how narratives shape
MALALA
a sense of self and community. These resources will help
NARRATIVE TREE
students to investigate how stories and narratives can shape
values. LEADING NARRATIVES IN THE COMMUNITY
STORIES THAT HAVE SHAPED ME

ASSESSMENT CRITERIA REFLECTIVE WRITING
2. WORKSHEETS
Students will understand how to identify narratives that have
1.1a MALALA’S KEY NARRATIVES AND INFLUENCERS
influenced their own lives, and use dialogue skills to explore
narratives that have influenced their personal values and the 1.1b MALALA’S KEY NARRATIVES (EXTENSION)
values of their communities. 1.2 NARRATIVE SOURCES
1.3 NARRATIVE TREE

CLASSROOM ACTIVITIES 1.4 HUMAN OUTLINE
The worksheets that accompany the activities below can be

found at the end of the lesson.
STARTER ACTIVITY STEP 2
MALALA Using Worksheet 1.1a: Malala’s Key Narratives and influencers

or Worksheet 1.1b: Malala’s Key Narratives (extension) students
PURPOSE
work in pairs or groups to identify key narratives. They should
Students are able to identify main narratives and those who focus on what she says and how she articulates her narrative.
influenced those narratives in a life of an individual, through
practicing key dialogue skills such as active listening, critical STEP 3
thinking, and reflection. Students work in pairs or groups to identify who or what
influenced the narratives that they identified. Please, do
RESOURCES
remember it is possible to identify narratives but not be able
Online Resource: Malala’s Nobel Peace Prize Speech https:// to identify the influence(s).
www.youtube.com/watch?v=MOqIotJrFVM
STEP 4
Worksheet 1.1a: Malala’s Key Narratives and influencers Invite one or two students to present in front of the class and
Worksheet 1.1b: Malala’s Key Narratives (extension) compare what narratives and influences they have identified.
Students should use dialogue skills such as the I perspective
Note: Worksheet 1.1b is better suited for older students (15+) when they present in front of their peers.
STEP 1
MAIN ACTIVITY 1
Students watch Malala’s Nobel Peace Prize Speech. As the NARRATIVE TREE
video is over 26 minutes and due to time restrictions we
recommend that students focuson the first 12 minutes of the PURPOSE
speech. Students explore where they hear and see narratives and how
these stories and narratives influence their own lives.
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1 THE NARRATIVES OF MY LIFE
RESOURCES MAIN ACTIVITY 2
Worksheet 1.2: Narrative Sources LEADING NARRATIVES IN THE COMMUNITY

Worksheet 1.3: Narrative Tree
PURPOSE
STEP 1 To explore local stories and narratives and analyse how these
Give each student a copy of the Worksheet 1.2 Narrative have impacted on the community.
Sources and ask them to look at the boxes and identify where
STEP 1
they hear and see sources of narratives in their own lives. In
the empty boxes, they may add their own sources. In small groups students think about whether there are any
common stereotypes, legends, historical events, stories, or
STEP 2 narratives that are significant to their communities (both
Students then cut out each of the boxes and stick them positive and negative).
on their Narrative Tree (Worksheet 1.3). Whilst deciding
STEP 2
on which narratives have influenced your students’ lives,
encourage them to also think about whether each narrative Staying in their groups, students should explore any key
has a profound or superficial impact. Some narratives may be messages or values that the community derives from these
integral to how they live their lives, how their identities have stories / narratives. They should also think about how people
been shaped, their choices, values, and beliefs. They may wish in their community feel about these narratives.
to reflect on where they position each narrative on their tree.
STEP 3
For example, if a student feels a certain narrative has been
embedded within their identity from a young age they may Students practice telling these stories to one another and
wish to place the narrative at the roots of the tree. explaining their significance. Note, this is good practice for
dialogue in a later videoconference or team topic.
STEP 3
REFLECTION ACTIVITY
Ask students to reflect on their Narrative Tree. They
should identify one key narrative that is important to them. STORIES THAT HAVE SHAPED ME
Students should think about why it is important and what PURPOSE
lessons, morals or values they take from the story / narrative.
Reflect on the stories and narratives they have looked at in
STEP 4 today’s lesson and identify those that have affected how they
In groups of between three and five: students place their think, feel, and act.
trees on the table so that others in the group can see them. RESOURCES
Students take it in turns to comment on, and ask questions of
Worksheet 1.4: Human Outline
one another’s trees (so long as they are comfortable sharing
these) and key narratives that are important and influential STEP 1
to them.
Students refer back to their narrative trees and the stories
EXTENSION that have shaped their communities and think of those which
Ask students to revisit their narrative tree. Were there any have had an impact on how they:
stories or narratives that have diminished in their importance • Think (encourage students to think about how they see
the world, whether anything has taught them to be more
in their lives? Are they able to identify why?
critical, any story that influences them to value education,
reading, science);
You might want students to consider these additional
• Speak (encourage students to think about thinking before
questions:
speaking, choosing the right words, what they want to
• When did that narrative change?
achieve with their speech);
• Why did that narrative change?
• Feel (encourage students to think about stories or narra-
• Who or what was the source of that narrative?
tives that have inspired them to be compassionate, to be
• Did the source still remain important to you?
loving, to be mindful, or even, conversely to hate, scorn or
ridicule);
Students can reflect individually on these questions or you • Act (encourage students to think about narratives that have
can have them explore together using techniques such as taught them about how to treat others).
‘Listen to Me’ from the Essentials of Dialogue, Lesson 1, p10
https://generation.global/resources/essentials-dialogue. Note: STEP 2
You will need to be logged into the site to access these resources. If time permits you can ask students to share and explain
their human outlines with a partner.
5
WORKSHEET 1.1a
MALALA’S KEY NARRATIVES AND INFLUENCERS
Listening to Malala’s speech what do you think is important to her?
Why do you think these issues are important to her? Can you illustrate with specific words from her speech?
Who and / or what influenced Malala?
What actions did she take as a result of those influences?
6
WORKSHEET 1.1b
1.1a
MALALA’S KEY NARRATIVES AND INFLUENCERS
What are key narratives you can identify by watching Malala’ speech?
How do you believe these narratives influenced her actions?
Based on her speech, please identify what or who influenced such narratives
Did you identify any narratives but could not point out the influences? Why?
7
WORKSHEET 1.2
NARRATIVE SOURCES
GRANDPARENTS PARENTS WIDER FAMILY
FRIENDS SCHOOL RELIGION
BOOKS SOCIAL MEDIA TELEVISION
8
WORKSHEET 1.3
NARRATIVE TREE
9
WORKSHEET 1.4
HUMAN OUTLINE
Head - a story or narrative that influences how I think
Mouth - a story or narrative that influences how I speak
Heart - a story or narrative that influences how I feel
Hands - a story of narrative that influences how I act
10

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LESSON ONE

STORIES THAT HAVE SHAPED ME

values of their communities. 1.2 NARRATIVE SOURCES

1.3 NARRATIVE TREE

The worksheets that accompany the activities below can be

STARTER ACTIVITY STEP 2

MALALA Using Worksheet 1.1a: Malala’s Key Narratives and influencers

RESOURCES MAIN ACTIVITY 2

Worksheet 1.2: Narrative Sources LEADING NARRATIVES IN THE COMMUNITY

MALALA’S KEY NARRATIVES AND INFLUENCERS

Listening to Malala’s speech what do you think is important to her?

Who and / or what influenced Malala?

What actions did she take as a result of those influences?

MALALA’S KEY NARRATIVES AND INFLUENCERS

How do you believe these narratives influenced her actions?

GRANDPARENTS PARENTS WIDER FAMILY

FRIENDS SCHOOL RELIGION

BOOKS SOCIAL MEDIA TELEVISION

Head - a story or narrative that influences how I think

Mouth - a story or narrative that influences how I speak

Heart - a story or narrative that influences how I feel

Hands - a story of narrative that influences how I act

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