Gender and Society Syllabus for Learning Unit

Olivia-Dumitrina Nechita

1.- TITLE Gender and society

2.- CONTEXT

This unit is the first one in the 3rd trimester. It has been designed in order to promote critical thinking when it comes to how

gender stereotypes are constructed and reinforced by society. It will be carried out with two groups at the same level (1st

Batxillerat A and B). Most of the students are preparing to take the FC exam this year so I predict that they will encounter no

major difficulties to keep up with the learning activities. Taking into account that not everyone has the same level, many of the

activities in the unit are meant to be done either in pairs or in groups so there is learning between equals.

3. TIMING GRADE or LEVEL

1st Batxillerat

TRIMESTER 3rd SESSIONS 9 sessions

4. COMPETENCES

KEY

COMPETENCES

Communicative competence (linguistic and audiovisual): students read, write, listen and communicate in English. There are a

variety of activities which entail verbal interaction, descriptions and the organization of information. Texts also come in a variety of

formats, both on paper and digital. Students learn how to become competent communicators of coherent oral and written messages.

Students also learn how to use non verbal communication in order to transmit the message in an adequate manner. Students will

learn how to use language in a non-sexist way. This competence also implies training the students in media culture (audiovisual) in

order for them to complement linguistic communication with other strategies for non-linguistic communication when expressing

ideas, opinions experiences and feelings.

Information competence: Students will access information in order to gather, analyze and select the appropriate data needed to

carry out some activities as well as generate knowledge so as to be able to complete their final tasks (Opinion essay, Digital poster

and Oral Presentation).


Digital competence: Students will watch videos for didactic purposes. They will analyze how other have used technological

resources (PowerPoints, videos of oral presentations). Students will actively use digital tools in order to pass on knowledge and

express their opinions. They will record their oral presentation (final product) both in video and PowerPoint formats (and

synchronize the two formats) using Zeniting. The will create a digital poster (using Glogster) where they will add brief opinions on

certain matters discussed during class.

Research competence: Students will use their own criteria in order to choose a topic for their essay and their oral presentation.

They will be the ones to develop the tasks using their creative capacity. The fact that they can choose and research a topic

strengthens their autonomy. It is also a way of developing the spirit of creativity and research which mean: asking the proper

questions, make decisions, plan a methodology, act, draw conclusions and self-assess.

Personal and interpersonal competence: The learning activities create an environment of collaboration which facilitates not only

the understanding with others but also getting to know oneself. Students acquire flexibility (adapt to different situations), self-control,

creativity and the ability to mediate (through dialogue), but also express points of view without offending others. Through the self-

assessment questionnaire at the end of the unit students will reflect upon the learning process but also upon one’s level of

engagement and the quality of one’s work during the unit (create an accurate image of oneself). Students develop the ability to listen

to others and learn from them, but also to accept other points of view different from their own.

Knowledge and interaction with the world competence: Students question how society works and what they could do to

change it for the better. By learning about gender-based stereotypes, students will know how to identify them in their daily lives.

They become responsible members of society, capable of analyzing social problems form a local and global point of view. Students

also become aware of the variety of perspectives and the necessity of dialogue in order to reach agreements. This competence is also

liked to recognizing the equality between men and women and avoiding all stereotypes and prejudices, which is also the topic of this

unit.


ENGLISH

COMPETENCES

Plurilingual and intercultural competence: During the unit, through the learning activities students find out how people from

different countries view gender-based stereotypes). Students will watch videos, read and listen to people’s opinions (people from

Indonesia, USA, Chile, UK etc.) on aspects concerning gender.

Communicative competence

Oral competence

Interaction: Working in pars or groups during most of the learning activities.

Posing questions on sexism and listen to the answers.

Making a list of connectors. Playing “Find someone who” in order to revise connectors (at what they are used

for) and the parts of an opinion essay.

Describing/discussing sexist clothes for babies and teenagers. Creating a non-sexist t-shirt with a classmate.

Discussing with a partner the issue/existence of “toys for boys” and “toys for girls”.

Talking in groups about stereotypes about men in three commercials.

Discussing and deciding in groups, the characteristics of good oral presentations.

Discussing with a classmate the associations we make of certain jobs/objects/activities with either men or women.

Listening: Listen to the explanation/description that a classmate gives of sexist clothes.

Listen to people from other countries give their opinion on aspects concerning gender.

Listen to a young activist than made a toy company change the way they marketed toys.

Listen to a good oral presentation by Richard St John and identify characteristics.

Production: Oral presentation about a topic concerning gender.

Written competence

Reading: Reading a newspaper article about sexist comments made by a young boy in MasterChef Junior. Reading

a newspaper article about the “death” of DIY. Read an opinion article and the parts it should have.

Read examples of good/bad oral presentations.

Writing: the qualities of a good opinion article; the parts it should have; Writing an opinion essay. Write short

comments on different aspects concerning gender.

Audiovisual competence: communicate/share their opinions on different topics concerning gender with others through


the creation of a: digital poster (Glogster) and of an oral presentation with a PowerPoint (Zeniting)

Literary competence: watch videos from TV programmes/ series through a critical lens. Identify the resources used. Identify the

protagonists and which stereotypes are being perpetuated or discouraged through them.

5.- LEARNING OBJECTIVES 6.- CONTENTS 8.- ASSESSMENT

At the end of this unit, students

will be able to:

- Create a digital poster

- Write an opinion essay

- Deliver an oral presentation

- Reflect upon their participation

and class engagement and

evaluate it.

- Have a critical attitude towards

gender stereotypes

- Recognize, reflect upon gender

issues and express an opinion

DIMENSIÓ COMUNICATIVA

Participació en interaccions orals, escrites i audiovisuals

Fomentar l’utilització de manera habitual de la

llengua estrangera com a llengua vehicular a classe.

Participació activa en converses reals cara a cara

que abordin diverses situacions i temes rellevants

per a l'aprenent en aquest cas els estereotips i el

llenguatge/actituds sexistes.

Presa i cessió del torn de paraula de manera

apropiada durant les converses amb els companys i

el professor

Comprovació de la comprensió quan es troben

dificultats en la conversa, i demanda i oferiment

d'aclariments.

Participació activa en discussions o debats orals

sobre el tema del sexisme a la societat, escoltant o

llegint atentament, i expressant de manera breu la

pròpia opinió.

Comprensió de missatges orals, escrits i audiovisuals

Alt grau de comprensió del discurs propi de l'aula,

relacionat amb el tema. tant oral com per escrit:

instruccions per executar les tasques de classe,

organització de la feina, explicacions del professorat

i dels companys i companyes.

ASSESSMENT CRITERIA INSTRUMENTS

o Redactar un article d’opinió

sobre un tema pròxim als

interessos dels estudiants

relacionat amb la unitat, on

s'expliqui de manera ordenada

i coherent una opinió amb

correcció formal (ortogràfica i

morfosintàctica) bàsica.

(Instrument 1)

o Fer una breu presentació orals

prèviament preparada sobre un

tema relacionat amb la unitat

fent servir estratègies per captar

i mantenir l'atenció de

l'audiència. (Instrument 2)

o Realitzar un pòster digital

utilitzant les opinions breus

escrites durant la unitat i

corregides per un company.

Incloent a més a més imatges

i/o vídeos rellevants als temes.

(Instrument 3).

o Comprendre les idees

Opinion essay – (35%)

Oral Presentation –

(30%)

Digital Poster Glogster

– (20%)

Participation and Class

engagement (Self-

assessment) – (15%)


Comprensió bàsica de la funció i la intenció

discursiva principal de diferents documents orals i

escrits.

Comprensió dels elements centrals de narracions,

explicacions i converses autèntiques enregistrades en

àudio o vídeo en condicions determinades:

situacions de la vida quotidiana, amb unes

condicions d'audibilitat i intel·ligibilitat favorables.

Identificació de les idees principals i extracció

d'informació específica principal de varietat de tipus

de textos orals i escrits sobre el tema del sexisme en

la societat i els estereotips.

Inferències a partir del context lingüístic,

paralingüístic i no lingüístic, en textos orals i escrits

del mateix tema.

Iniciació a la interpretació de titulars de premsa

sobre notícies el tema de la unitat.

Producció de discursos orals, escrits i audiovisuals

(article d’opinió, pòster digital incloent opinions

breus i presentació oral d’una tema relacionat amb

la unitat).

Descripció oral i escrita d’ objectes (roba per a nens

i adolescents amb missatges sexistes) amb una

finalitat comunicativa.

Exposició oral a l'entorn d'un tema interessant lligat

al tema de la unitat, prèviament preparat, tot

explicant raonadament les opcions personals, amb el

suport d'elements visuals i/o d'un breu esquema.

(utilitzant PowerPoint)

principals i els detalls essencials

de converses, debats,

narracions o explicacions on

participen nadius i/o no nadius,

enregistrats, sempre que es

parli amb claredat i en varietats

estàndard de la llengua.

(Instrument 4)

o Prendre la paraula i cedir-la de

manera apropiada en converses

i debats. (Instrument 4)

o Participar en converses i debats

de classe per intercanviar idees

i opinions sobre el tema de la

unitat, i arribar a acords

argumentant breument la

pròpia opinió. (Instrument 4)

o Comprendre el sentit global de

notícies autèntiques aparegudes

en premsa tradicional o

electrònica fent servir les

informacions que aporten els

elements textuals i icònics de la

notícia: titular, entradetes,

fotos. (Instrument 4)

o Cooperar amb els companys en

la realització de tasques

d'aprenentatge demostrant

capacitat d'organització,


Argumentació bàsica de les idees pròpies en debats

o discussions a l'aula.

Autoavaluació de les pròpies fortaleses, dificultats en

l'aprenentatge i competències en llengua estrangera

assolides. Identificació dels progressos i d'àrees de

millora prioritàries.

DEMENSIÓ DE RECERCA I TRACTAMENT DE

LA INFORMACIÓ

Ús eficaç de material de consulta tant per trobar

informació (enciclopèdies, revistes, llibres de

divulgació, pàgines web) com per millorar les

capacitats de comprensió i expressió (diccionaris).

Col·laboració per resoldre en equip tasques de tipus

cognoscitiu o social i autoavaluació de la capacitat

per treballar en equip.

Planificació i elaboració individualment d’un treball

sobre una àrea cultural relacionada amb el tema de

la unitat. La recerca ha d’implicar la recollida,

processament i interpretació de dades, i la

presentació oral de resultats.

Ús de les eines TIC/TAC per a l'elaboració i la

comunicació del coneixement.

Respecte pels drets d'autoria i citació de fonts segons

algun dels estàndards acceptats per la comunitat

acadèmica.

DIMENSIÓ PLURILINGÜE I INTERCULTURAL

Sensibilitat envers les dificultats dels parlants

al·lòctons quan parlen la pròpia llengua.

responsabilització, compartir la

informació i valorar l`opinió

de l’altre. (Instrument 4)


Reflexió sobre les similituds i diferències

significatives entre costums, comportaments,

actituds, valors o creences que prevalen entre

parlants de la llengua estrangera i de la pròpia pel

que fa al tema de la unitat.

Valoració de la llengua estrangera com a mitjà de

comunicació i entesa entre pobles, facilitador de

l'accés a altres cultures, a altres llengües i com a

enriquiment personal.

Reconeixement de la importància de la llengua

estrangera com a mitjà per accedir a coneixements

que resultin interessants per al futur personal

(formular opinions de manera correcta), acadèmic

(fer presentacions oral ajudarà als alumnes el seguen

curs quan hauran de presentar el TdR) i

professional (fer pòster digitals, aprendre a utilitzar

correctament l’eina del PowerPoint) de l'alumne/a.

7.- METHODOLOGY

DIDACTIC STRATEGIES MATERIALS AND RESOURSES

The unit is task-based since it focuses on the use of authentic language. In addition, students are asked to do

meaningful tasks using the target language. In real-life we have to give our opinion all the time. The purpose

of writing an opinion essay is to help students learn how to organize thoughts and ideas in a logical manner.

Nowadays, knowing how to deliver an oral presentation is a must. Nevertheless, this aspect is not worked

with enough in class (neither the speaking in front of an audience nor making slides). The purpose of the

presentation is to ask students to investigate an issue concerning gender and present the findings and/or a

- Internet connection

- Glogster

- Zeniting

- Camera, microphone


proposal for change. It is a way of showing them how to do research but also to look at aspects in our

society critically. In my opinion, it will also help them in 2nd

of Batxillerat when they will have to present

their TdR.

As for the digital poster, I was considering asking students to blog their opinions. However, since many of

the opinions are brief I thought that a Glog is more visual and they can be more creative and reflect their

personality.

The Warming-up activity is meant to motivate them into knowing what the unit is going to be about. It

creates a sense of mystery which they want to discover. The different activities are meant to develop critical

thinking as well as promote group work/debates. In order to complete some of the learning activities,

students have to cooperate and listen to opinions different from their own, aspects which they will have to

evaluate in the self-assessment questionnaire.

LEARNING ACTIVITIES

Activity 1:Warming up

Students can see the title and a Wordle with words that are related to the unit. Tell them to talk in pairs and find out what the unit

will be about. Give them some time than ask different pairs for an answer. Then make groups of 4 and give them an envelope with

definitions/synonyms and the words in the Wordle and tell them to match the definition with the word.

Activity 2:Opinion Essay

Tell students that they are going to read an opinion article. Ask them when do we do that (what is the aim). Tell them that the

opinion article has three parts, ask them to match the parts with the explanation, then watch a video where it is explained and see

if they were right.

Then, students have to read the article and identify the stance of the author. Students have to identify the main idea in each

paragraph. Show them the outline of an opinion article. Ask them to work in pairs and fill it out with ideas from the text.


Explain that an essay is improved when there are connectors. Ask them to find linkers in the text, then think of more expressions

they consider linkers. Divide the class in groups of 4 and give them an envelope with more linkers. Tell them to put the likers in

the correct category (they have a table with the categories).

Activity 3:Glogster

Let your students know that they will have to do a digital poster using Glogster. During the unit students have to give their opinion

on different topics concerning gender. These comments are peer-corrected and must be included in the poster.

Present Glogster.com to them and show them: how it works and some glogs as examples

http://edu.glogster.com/glogpedia?qPage=2&order=updated

They will have to take all the brief comments/opinions along the unit, which have been per-corrected, and put them together in a

poster. Explain that they should also include photos, videos, other opinions etc. to their poster to make it more original. As well as

other elements they may wish to add. Show them the rubric used to assess the poster and explain it in class.

Activity 4:Oral Presentation

Tell your students that apart from the opinion essay they will have to do an oral presentation. They can choose the topic as long as

it is related to gender (toys, clothes, stereotypes, how gender roles are learnt, sexist commercials etc.) The presentation will be

done using Zeniting. Explain how the program works and show them examples.

Ask them to work in groups of 4 and talk about the characteristics of good and bad oral presentations. Then, tell them to watch

two videos where there are examples of bad and good elements of oral presentations. Ask them to make a list of 10 aspects to take

into account when doing an oral presentation. From the most important (1) to the least important (10).

Then, tell them to consider PowerPoint presentations (slides). They have to work in groups of 4 and write down characteristics of

a good PowerPoint presentation. Then, they will analyze two PowerPoints in pairs, and decide which has the best quality and why.

They will then look at a PowerPoint with ideas for how to make quality slides. The students will them watch a presentation using

PowerPoint (Richard St John’s at TED) and tick what the speaker is doing. They will then make a list of bad and good things to do

when presenting. Finally, they will analyze the structure of an oral presentation by putting in order the key elements with their

explanation.

http://edu.glogster.com/glogpedia?qPage=2&order=updated


Activity 5: Self-Assessment

Create an “Exit Slip” with envelopes for your students to self-assess. At the end of each session, tell students to write down:

- What they learnt during that session in “GOT IT”

- What they haven’t understood very well in “GETTING IT”

- What they haven`t understood “NEED MORE HELP”

Gather all the papers at the end of each week. Clarify the doubts from the categories “Getting it” and “Need more help”.

At the end of the unit, pass a self-assessment questionnaire to your students.

Gender and Society Syllabus for Learning Unit

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Transcript of Gender and Society Syllabus for Learning Unit