Production stage: children who made a difference + school contest

Here are some activities for the production stage. There are instructions for the teacher, as it will be the students who will create the projects.

MINI PROJECT 1: Create a poster of children who made a difference

DAY 1: Create a card of a child or teenager who made a difference

Students have to look for information of children or teenagers who did something and changed the world or their society. They write 100 words about their story.

Planning: We go to the computers room to do individual research. The teacher can guide, encourage, and control progress and behaviour. The teacher could also provide some resources or ideas, eg. the web page of Children's Peace Prize with all the winners (by year) and nominees (in the History section).

The card will be handed in the next day or after a reasonable period of time. It will be assessed.

DAY 2: Present your story and vote which one is the best role model

Each student will briefly present to the class the person they worked on (1:00-1:30 minutes). The presentation will be assessed as well. Then the students vote which one is the best. All the cards will be glued to the wall so they can read them and give them points (if several pupils chose the same child, their cards will be next to each other). Note that they do not vote on the presentation nor the quality of the composition, but on the children who made the difference.
Aspects that are valued:

• How big a difference they made: give two stars to the one who made the biggest difference and one star to the second biggest.
• How much they inspire us: give two stars to the one who inspires you the most and one star to the second.

The ten children who receive the most stars will have their cards posted to the class blog.

MINI PROJECT 2: Organise a photo contest for the whole school

In order to engage all the pupils in the school, the class are going to organise a photo contest in which anybody can participate. The topic will be "What is peace for you?" To relate it to English, each photo will have a title or a caption in English. The students in the English class will also be the jury.

The students have to agree on:

• The rules that will be published (deadline, format of the pictures,...)
• The advertising for the contest (posters, social networks,...)
• How we choose the winner: what to value.
• How we vote (class debate, a poll...).
• Prize? What we will do with the winners (post them on the blog, make an exhibition...)

DAY 3

Planning:

1. The class will be divided in groups who will be responsible for developing one of the points above (5 min).
2. In groups, they organise by themselves who will do what, eg. brainstorm ideas, develop ideas, write them down, check the language, coordinate... (5 min).
3. They work on the task.
4. Five last minutes: summarise what has been done, is there anything left to do?, do we need more time? A spokesperson will voice the group's conclusions.

Role of the teacher: control the class, make sure that the groups are working and progressing, help and encourage. Dictionaries and/or online ressources will be available.

DAY 4

Planning: Students finish their tasks and publish their work where appropriate: the announcement and the rules at the hall and on the blog, other announcements and advertising on social networks and the rules for the jury on the classroom wall (or at the places where they decide it is more suitable/visible).

(DAY 5)

After the deadline, they decide what photo wins the contest. They will use the voting method that was decided by the group who was in charge of this. They may have designed an online voting system, so a fifth day may not be necessary.


You can see other activities for the production stage, created by our classmates, here and here (link will be updated when the post is available).

Activities created by Noemí Alonso Cid and Álvaro Arrabal Esgueva.