{"CACHEDAT":"2026-06-05 16:16:00","SLUG":"encheva-tsetvelina-SGlFvm8utb","MARKDOWN":"# Lesson title: Nature\n\n## Lesson sequence title: !!Lesson sequence title!!\n\nLesson no. 1 out of 2 / !!n!!\n\n### SSI: Atmospheric pollution\n\n# Subject: English\n\n## Subject-specific learning goals / competences / curriculum content\n\nReading comprehension skills \n\n## Learner age range: 16\n\n## Year of subject learning: 10th grade\n\n# Lesson context\n\n## Before HOW activity\n\nI plan to start with a warm-up class discussion activity about travel and means of transportation and then to introduce and teach new vocabulary related to air pollution and the article before they read it \n\n## After HOW activity\n\nafter the activity, the students will read the whole article individually and will proceed with analysis of it till the end of the lesson \n\n# HOW Activity\n\n## Duration in minutes: 10\n\n## MSL Domain: Be wise and think twice\n\n### Learning goal: Scan before you trust\n\n### HOW: distinguish between unsupported and justified claims \n\n## HOW activity instruction\n\nBefore you read the article, look at the first photo\n\nIdentify the main message of the photo\n\nDetect emotional language in the sign \n\nDistinguish facts from feelings in the sign\n\nIdentify omitted information in the sign\n\nEvaluate the effectiveness of the message of the photo\n\n### Suggested social form\n\npair work\n\n### Required infrastructure\n\nprinted paper <https://www.theguardian.com/environment/2021/mar/11/london-teenagers-road-signs-highlight-effect-of-toxic-air-on-people-of-colour>","HTML":"<style>.scilmi-outline-content h1,.scilmi-outline-content h2{font-weight:700}.scilmi-outline-content .badge-scilmi{background:#0d6efd;color:#fff;padding:2px 8px;border-radius:99px;}</style><h1>Lesson title: Nature</h1>\n<h2>Lesson sequence title: !!Lesson sequence title!!</h2>\n<p>Lesson no. 1 out of 2 / !!n!!</p>\n<h3>SSI: Atmospheric pollution</h3>\n<h1>Subject: English</h1>\n<h2>Subject-specific learning goals / competences / curriculum content</h2>\n<p>Reading comprehension skills</p>\n<h2>Learner age range: 16</h2>\n<h2>Year of subject learning: 10th grade</h2>\n<h1>Lesson context</h1>\n<h2>Before HOW activity</h2>\n<p>I plan to start with a warm-up class discussion activity about travel and means of transportation and then to introduce and teach new vocabulary related to air pollution and the article before they read it</p>\n<h2>After HOW activity</h2>\n<p>after the activity, the students will read the whole article individually and will proceed with analysis of it till the end of the lesson</p>\n<h1>HOW Activity</h1>\n<h2>Duration in minutes: 10</h2>\n<h2>MSL Domain: Be wise and think twice</h2>\n<h3>Learning goal: Scan before you trust</h3>\n<h3>HOW: distinguish between unsupported and justified claims</h3>\n<h2>HOW activity instruction</h2>\n<p>Before you read the article, look at the first photo</p>\n<p>Identify the main message of the photo</p>\n<p>Detect emotional language in the sign</p>\n<p>Distinguish facts from feelings in the sign</p>\n<p>Identify omitted information in the sign</p>\n<p>Evaluate the effectiveness of the message of the photo</p>\n<h3>Suggested social form</h3>\n<p>pair work</p>\n<h3>Required infrastructure</h3>\n<p>printed paper <a class=\"notranslate\" translate=\"no\" href=\"https&#x3a;&#x2f;&#x2f;www.theguardian.com&#x2f;environment&#x2f;2021&#x2f;mar&#x2f;11&#x2f;london-teenagers-road-signs-highlight-effect-of-toxic-air-on-people-of-colour\" target=\"_blank\" rel=\"noopener\">https&#x3a;&#x2f;&#x2f;www.theguardian.com&#x2f;environment&#x2f;2021&#x2f;mar&#x2f;11&#x2f;london-teenagers-road-signs-highlight-effect-of-toxic-air-on-people-of-colour</a></p>","UPDATEDAT":"2026-05-14T09:56:06.531Z","ID":"2c37476e-9fe2-4fad-a7b6-9c6c2cc15edb","TITLE":"Encheva, Tsetvelina"}