Process report 

Analysis of the target group 

Our chosen target group is HAVO 3. This year is very important for students, as they will be choosing
their profile in which they will be graduating. English is a mandatory subject for graduation, and the
learning goals are decided by the government, based on the CEFR. During this year, the students have
to reach a B1 level of English. Therefore, the lessons and tests were created at this level, so that it
matches the students’ level. Students in HAVO 3 will be of the ages 14 to 16. This means that they are
young adults. The lesson topic is suitable for the age of the target group because as young adults, the
students should be able to deal with heavier or more difficult topics than during their previous school
years.

Description of Curriculum Goals  

For the overall curriculum the creators have taken time to consider the content goals along with the
English learning goals in each skill section. Below is an overview of these goals and they are all
supported by the lesson series.

Content goals:

- The students can understand the importance of people in the past and how they influenced
the present.
- The students can learn what it means to make a positive change in their community.
- The students can understand that making a positive change can be big or small and anyone
can accomplish it.
- The students can plan for a positive change in their own community.

In the project plan below are the specific goals for each skill.

Project plan 

At the end of this lesson series, our students can:

- Recap what it means to make positive change whether big or small.
- Become familiar with vocabulary words that will appear in future lessons by
playing a guessing game with a peer.
- Write a short response to Nelson Mandela based on the letter.
- Describe the impact Nelson's imprisonment had on his family.
- Rephrase a quote and explain how it relates to Mandela's life.
- Use new vocabulary from the video
- Describe what Martin Luther King Jr. fought for in his 'I have a Dream' speech.
- Write 7 sentences using 5 new vocabulary about what Martin Luther King Jr.
fought for.
- Explain what makes the speech by Martin Luther King Jr. so powerful.
- Use 5 vocabulary terms in your own words while reporting on why Dr. King’s
speech was so powerful.
- Know what Margaret Thatcher did for her country.
- Summarize what you learned using new vocabulary.
- Use the future simple.
- ​Write interview questions based on the information you processed during the
lesson.
- Describe the main points of the biography
- Summarize the biography while using 5 new vocabulary words correctly
- Are able to use 3 vocabulary words correctly in the article
- Can describe how Muhammad Ali has positively changed the world in a short
news/history article.
- Describe Gandhi his role in India's independence
- Give a 2-minute presentation using 5 vocabulary words about the impression of the
Salt March
- Can describe what Mahatma Gandhi fought for in a news article
- Can apply the past perfect in your news article to describe more events that
happened in the past
- Understand the message Charlie Chaplin once gave by listening to it in a song.
- Write a small article for the newspaper explaining the reason behind the message he
gave.
- Apply information learned about Charlie Chaplin's life by creating a small
interview directed towards him.
- Use 7 vocabulary words in the created interview.
- Call a peer and execute the interview.
- Write a short article in a local newspaper about Diana’s future influence on the
world by using 5 new vocabulary words.
- Describe why this video of Diana was eye opening for the world
- Carry out an interview with a peer that relates to the text
- Create an interview while using 4 of the new vocabulary words
- Know the definitions of the vocabulary words and be able to use them in a
sentence.
- Invent a new event for Virginia Woolf’s life using your imagination and describe in
a few sentences what this event entails.
- Explain how Virginia Woolf contributed to the literary world and defend their
opinion on her most important contribution.
- Use new words in your description.
- Plan what positive change you will make in your community by writing an article
 to your local municipality.
- Show an understanding of vocabulary words from past lessons and how to write in
the perfect future tense.

2. How will the students show that they have learned from the lesson?

Throughout the lesson series, the website designers thought about the different levels of
Bloom’s taxonomy. With this in mind, the lesson objectives were created. The lesson
objectives relate to the output assignment that students have to do in order to complete the
lesson and to continue. In these activities students are asked to implement the correct use of
the vocabulary and grammar they have learned in the lesson and to write a response, write
a news article, recording themselves, explaining, summarise and describe which all relates
to the input of the lesson. This could be a biography, a poem, a video or even a video clip
with the input inserted. To summarize, students show what they have learned in every
lesson by accomplishing the last activity/output.

Development Plan
The group work went really well. We decided to go with the theme: People that had a
Positive Influence in the 20th Century. It was very interesting to work on these lessons and
we were able to help each other out a lot. During the lessons and working out of school
hours, we communicate through a group chat and in our Teams group chat as you can see
below ( a glimpse of our notes):
 After working the first 2-3 weeks together, we decided to divide the tasks and meet each
other through teams every week. Below mentions a list of how each of us worked on the
Curriculum design:

Noa:​ Lessons 1+2 of : Nelson Mandela

Margaret Thatcher
Virginia Woolf
- Rationale Test
- Test part: Speaking
- Process report: Target group analysis

Jade:​ Lesson 1+2 of: Martin Luther King Jr.

Charlie Chaplin
Introduction + Review lesson
- Overall Web Design
- Test part: Writing
- Practical Assignment
- Process report: Curriculum goals + feedback Dragon’s Den

Lisa: ​Lesson 1+2 of: Muhammad Ali

Mahatma Gandhi
Diana Spencer
- Rationale Test
- Test part: Reading + Listening
- Process report: Project plan/ Teamwork
Although we divided the work over the three of us, we spoke a lot with each other about
the content and helped each other throughout the period. In shrt, we are very proud of our
product, enjoyed working on this website and to create something from scratch that was
really ours. We did feel like it was a lot of work and would have prefered it to be spread
over two periods. This is because of our other courses and because we are in our third year,
so there is more expected from us on our internships.

 
Issues we came across 

We started our plan with creating a lesson series about three different centuries, the 18th
century, the 19th century and the 20th century. After thinking about our lessons and the
events that occured in these centuries, we realised that the designs would have been
massive and not achievable by the end of January. That's when we inserted a brainstorm
session which helped us big time. That was the moment we decided to go and continue
working on the positive people that changed our world in the 20 th century.

Secondly, we started with VMBO TL as a target group. We designed a few of our lessons
based on the CEFR document and input from other sources. While working on our lessons,
we figured that what we had as a vision wasn’t reachable for our students. Meaning, that
we inserted our second major brainstorm session. Right then and there, we went through
our lessons and the goals, and figured that they were suitable for HAVO 3 students who
should be at a A2/B1 level at the end of their high school experience.

And at last, some of us had some trouble working out the website. How to insert text,
embeded codes etc. With help from Jade, Stephanie and just implementing and clicking on
some buttons, we were able to figure it out and created our own lessons as they are
currently presented on the website.

Dragons Den Feedback 

During the Dragon Den meeting Lisa and Jade presented a lesson created by Jade called
Martin Luther King Jr. #1. They were asked many different questions by the educators and
were given feedback. The first thing to note is that “the over structure of the lesson and
design is effective and appealing”. On another note things to work on or adapt were…

1. Embed sites so that the students can stay on the designed web page most of the
time.
2. Ensure the end activities are communicative by making the students produce
something that is not just for their teacher.

After the feedback the team went back and embedded many websites and made sure our
activities were communicated. We did this by having the students write to their answers for
others to see and give feedback on.