{"CACHEDAT":"2026-06-05 17:21:01","SLUG":"louro-sarzedas-ana-75cAuUxmGc","MARKDOWN":"# Lesson title: Charged language in headlines\n\n## Lesson sequence title: Immigration & Resource scarcity\n\nLesson no. !!x!! / !!n!!\n\n### SSI: Should the european countries accept immigrants struggling with resource scarcity?\n\n# Subject: PLNM - A2 level (Português Língua Não Materna/Portuguese as Second Language)\n\n## Subject-specific learning goals / competences / curriculum content\n\nCultural Interaction: Recognise the importance of communication skills in intercultural competence.\n\n## Learner age range: 15-16\n\n## Year of subject learning: 10.º\n\n# Lesson context\n\n## Before HOW activity\n\nThe students read the titles of two articles: \n\n\n1. \"Relatório propõe mais atenção e investimento público em municípios com mais imigrantes \\[Report calls for greater attention and public investment in municipalities with higher numbers of immigrants\\]\" ().\n2. \"**Reportagem especial: imigrantes, os invisíveis que nos alimentam \\[**Special Report: Immigrants, the invisible people who feed us\\]**\" (**[**https://visao.pt/atualidade/sociedade/2024-01-31-reportagem-especial-imigrantes-os-invisiveis-que-nos-alimentam/**](https://visao.pt/atualidade/sociedade/2024-01-31-reportagem-especial-imigrantes-os-invisiveis-que-nos-alimentam/)**);**\n3. **'Ecobordering': casting immigration control as environmental protection (**[**https://www.tandfonline.com/doi/full/10.1080/09644016.2021.1916197**](https://www.tandfonline.com/doi/full/10.1080/09644016.2021.1916197))\n4. Greenwashing Nativism - *From climate change to deforestation, FAIR is pushing xenophobia as good eco-politics (*[*https://www.thenation.com/article/archive/greenwashing-nativism/*](https://www.thenation.com/article/archive/greenwashing-nativism/)*)*\n5. Extremas derechas: entre el negacionismo y el ecofascismo ()\n6. Enquête sur l'écofascisme : comment l'extrême droite veut récupérer l'écologie ()\n7. **Public Support for Immigration Restriction in the United Kingdom: Resource Scarcity, Ethnicity or Poor Origins? (**[**https://www.cambridge.org/core/journals/national-institute-economic-review/article/abs/public-support-for-immigration-restriction-in-the-united-kingdom-resource-scarcity-ethnicity-or-poor-origins/FCD280F67BBBE7AE522572788A087572**](https://www.cambridge.org/core/journals/national-institute-economic-review/article/abs/public-support-for-immigration-restriction-in-the-united-kingdom-resource-scarcity-ethnicity-or-poor-origins/FCD280F67BBBE7AE522572788A087572)**)**\n\n## After HOW activity\n\n**The students will c**reate new titles for each article replacing, adding or removing words in each title.\n\n# HOW Activity\n\n## Duration in minutes: 30 minutes\n\n## MSL Domain: Open up your mind\n\n### Learning goal: (Pause before you click); Outcome: Oral presentation using a digital tool (ex.: Google Slides) to show related words, expressions and images\n\n### HOW: Identify emotionally charged language in titles, headlines\n\n## HOW activity instruction\n\n\n1. Locate words or expressions int these two titles that you can relate with immigration and resource scarcity.\n2. Select one image in each article that you can relate with the word(s)/expression(s) you identified.\n3. Describe the image you selected in each article: \n\n a. Are there people in the picture? \n\n b. Who is represented? \n\n c. Is the setting in the picture urban or rural? \n\n d. Does the image show an action or not?\n4. Demonstrate the emotional impact that ONE word/expression/image that you selected can have in the readers: \n\n \n a. **Name the word/expression** — Clearly identify the specific word/expression/image you chose from the text.\n b. **Explain the emotion it creates** — Describe what feeling or reaction it can trigger in a reader (e.g. fear, sadness, excitement, discomfort).\n c. **Say *why* it has that effect** — Connect the word/expression to its emotional power. Is it because of its connotation? Its imagery? Its intensity? Its sound?\n d. **Consider the reader** — Think about *who* is reading. Would all readers feel the same way, or might different people react differently? Why?\n e. **Use evidence from the text** — Support your idea by referencing the context in which the word/expression appears, not just the word in isolation.\n\n### Suggested social form\n\npair work and class discussion\n\n### Required infrastructure\n\ncomputer and internet access, writing materials","HTML":"

Lesson title: Charged language in headlines

\n

Lesson sequence title: Immigration & Resource scarcity

\n

Lesson no. !!x!! / !!n!!

\n

SSI: Should the european countries accept immigrants struggling with resource scarcity?

\n

Subject: PLNM - A2 level (Português Língua Não Materna/Portuguese as Second Language)

\n

Subject-specific learning goals / competences / curriculum content

\n

Cultural Interaction: Recognise the importance of communication skills in intercultural competence.

\n

Learner age range: 15-16

\n

Year of subject learning: 10.º

\n

Lesson context

\n

Before HOW activity

\n

The students read the titles of two articles:

\n
    \n
  1. "Relatório propõe mais atenção e investimento público em municípios com mais imigrantes \\[Report calls for greater attention and public investment in municipalities with higher numbers of immigrants\\]" (https://www.cmjornal.pt/portugal/detalhe/20260114-145251-relatorio-propoe-mais-atencao-e-investimento-publico-em-municipios-com-mais-imigrantes).
    2. \n
  2. "Reportagem especial: imigrantes, os invisíveis que nos alimentam \\[Special Report: Immigrants, the invisible people who feed us\\]" (https://visao.pt/atualidade/sociedade/2024-01-31-reportagem-especial-imigrantes-os-invisiveis-que-nos-alimentam/);
    3. \n
  3. 'Ecobordering': casting immigration control as environmental protection (https://www.tandfonline.com/doi/full/10.1080/09644016.2021.1916197)
    4. \n
  4. Greenwashing Nativism - From climate change to deforestation, FAIR is pushing xenophobia as good eco-politics (https://www.thenation.com/article/archive/greenwashing-nativism/)
    5. \n
  5. Extremas derechas: entre el negacionismo y el ecofascismo (https://nuso.org/articulo/319-extremas-derechas-negacionismo-ecofascismo/)
    6. \n
  6. Enquête sur l'écofascisme : comment l'extrême droite veut récupérer l'écologie (https://reporterre.net/Enquete-sur-l-ecofascisme-comment-l-extreme-droite-veut-recuperer-l-ecologie)
    7. \n
  7. Public Support for Immigration Restriction in the United Kingdom: Resource Scarcity, Ethnicity or Poor Origins? (https://www.cambridge.org/core/journals/national-institute-economic-review/article/abs/public-support-for-immigration-restriction-in-the-united-kingdom-resource-scarcity-ethnicity-or-poor-origins/FCD280F67BBBE7AE522572788A087572)
    8. \n
\n

After HOW activity

\n

The students will create new titles for each article replacing, adding or removing words in each title.

\n

HOW Activity

\n

Duration in minutes: 30 minutes

\n

MSL Domain: Open up your mind

\n

Learning goal: (Pause before you click); Outcome: Oral presentation using a digital tool (ex.: Google Slides) to show related words, expressions and images

\n

HOW: Identify emotionally charged language in titles, headlines

\n

HOW activity instruction

\n
    \n
  1. Locate words or expressions int these two titles that you can relate with immigration and resource scarcity.
    2. \n
  2. Select one image in each article that you can relate with the word(s)/expression(s) you identified.
    3. \n
  3. Describe the image you selected in each article:
    4. \n
\n

a. Are there people in the picture?

\n

b. Who is represented?

\n

c. Is the setting in the picture urban or rural?

\n

d. Does the image show an action or not?

\n
    \n
  1. Demonstrate the emotional impact that ONE word/expression/image that you selected can have in the readers:
    2. \n
\n

a. Name the word/expression — Clearly identify the specific word/expression/image you chose from the text. b. Explain the emotion it creates — Describe what feeling or reaction it can trigger in a reader (e.g. fear, sadness, excitement, discomfort). c. Say why it has that effect — Connect the word/expression to its emotional power. Is it because of its connotation? Its imagery? Its intensity? Its sound? d. Consider the reader — Think about who is reading. Would all readers feel the same way, or might different people react differently? Why? e. Use evidence from the text — Support your idea by referencing the context in which the word/expression appears, not just the word in isolation.

\n

Suggested social form

\n

pair work and class discussion

\n

Required infrastructure

\n

computer and internet access, writing materials

","UPDATEDAT":"2026-05-15T08:08:15.901Z","ID":"98a08fe9-3197-4eb8-a0c1-84f15dc62f9a","TITLE":"Louro Sarzedas, Ana"}