Original Instruction Plan

CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO
COLLEGE OF EDUCATION – EESL 501

Original Instruction Plan

Duration: 180 minutes (60minutes X 3 periods)
Title: Gender Roles in the Media
Submitted by: Kim, Sun Mi
Grade Level: 9 - 12
ELL Level: Early Intermediate to Intermediate

Objectives:
Content Objective: To explore gender roles in today’s media
Learning objective: To organize information using graphic organizers
Language Objective: To write about the impact of gender stereotypes and the role of media

Standards:
California ELD Standard, Grade 9 – 12: Reading Fluency & Systematic Vocabulary Development. Use decoding skills and knowledge of both academic and social vocabulary to read independently.
ELD, Grades 9 – 12: Reading Comprehension. Read text and use detailed sentences to identify orally the main ideas and use them to make predictions about informational text, literary text, and text in content areas.
ELD, Grades 9 – 12: Listening & Speaking. Ask and answer questions by using phrases or simple sentences.
ELD, Grades 9 – 12: Writing Strategies & Applications. Write response to selected literature that exhibits understanding of the text, using detailed sentences and transitions.

Equipment Needed: paper pencil markers
Gender role cartoons
Academic Encounter: Life in Society excerpt

List of Materials:
A-1 Focus sheet: Academic Encounter: Life in Society excerpt
A-2 Worksheet: Vocabulary in Context
A-3 Worksheet: Reading for Main Idea
A-4 Formative Assessment: Comprehension Check
A-5 Worksheet: Comparing Information
A-6 Worksheet: Reading Critically
A-7 Formative Assessment: Holistic Thinking Scoring Rubric
A-8 Worksheet: Outlining an Essay
A-9 Worksheet: Writing a Persuasive Essay
A-10 Formative Assessment: Peer Response Guide
A-11 Summative Assessment: Rubric for Persuasive Writing

Warm-up: The teacher will show two cartoons depicting gender roles and then ask what students think the messages are. This will increase students’ interests into the impact of gender stereotypes and thus lead to a discussion of a role of media in shaping public perceptions and opinions.

Retrieved from http://www.cartoonstock.com/directory/g/gender_roles.asp

Task Chain 1: Exploring gender roles in today’s media
1. The teacher pairs the students.
2. The teacher distributes Focus sheet A-1: Academic Encounter: Life in Society excerpt
3. The teacher distributes Worksheet A-2: Vocabulary in Context. Students record unknown vocabulary words as they read the excerpt, and guess the new words from the context. Students compare their words and meanings with their partner’s.
4. The teacher distributes Worksheet A-3: Reading for Main Idea. Students fill in the graphic organizer investigating texts and finding a main idea and evidences that support the main idea.
5. Formative Assessment: Using A-4: Comprehension Check, the teacher gives students points according to the assigned point value.

Task Chain 2: Organizing information using graphic organizers
1. The teacher pairs students.
2. The teacher hands out Worksheet A-5: Comparing Information. Students fill in the graphic organizers, investigating the text to compare how women were portrayed in the media in the past, and how they are portrayed today.
3. The teacher distributes A-6: Reading Critically. Each pair fills in the graphic organizer analyzing the texts while making connections and personal observations about them.
4. The students discuss A-6 as a pair and reflect on the interrelatedness between the role of media and gender stereotypes.
5. Formative Assessment: Using A-7: Holistic Thinking Scoring Rubric, students evaluate their understanding, performance and critical thinking skills.

Task Chain 3: Writing about the impact of gender stereotypes and the role of media
1. The teacher pairs the students.
2. The teacher distributes A-8 Worksheet: Outlining an Essay. The students make an outline of an essay during 10 minutes.
3. The teacher distributes A-9 Worksheet: Writing a Persuasive Essay. The students write about their topic for 30 minutes.
4. The teacher distributes A-10 Formative Assessment: Peer Response Guide.
5. The students read partner’s essay and provide him/her with thoughtful suggestions for 20 minutes.

Summative Assessment: Rubric for Persuasive Writing (A-11)
1. Using, A-11: Rubric for Persuasive Writing, the teacher evaluates students’ persuasive essays.

Citation of Sources:
Brown, K. and Hood, S. (2006). Academic encounters: Life in society. New York, NY: Cambridge University Press.
Burke, J. (2000). Reading reminders: Tools, tips, and techniques. Portsmouth, NH: Boynton/Cook Publishers.
Ferris, D. L., & Hedgcock, I. (2005). Teaching ESL composition. Mahwah, NJ: Erbaum.

A-1 Focus sheet: Academic Encounter: Life in Society excerpt

Brown, K. and Hood, S. (2006). Academic encounters: Life in society. New York, NY: Cambridge University Press.

A-2 Worksheet: Vocabulary in Context

A-3 Worksheet: Reading for Main Idea

A-4 Formative Assessment: Comprehension Check

A-5 Worksheet: Comparing Information

A-6 Worksheet: Reading Critically

A-7 Formative Assessment: Holistic Thinking Scoring Rubric

A-8 Worksheet: Outlining an Essay

A-9 Worksheet: Writing a Persuasive Essay

A-10 Formative Assessment: Peer Response Guide

A-11 Summative Assessment: Rubric for Persuasive Writing

Chapter 7: Literacy Instruction for English-Language Development

Literacy skills are necessitated for reading and writing. Current approaches to reading vary in emphasis; however, it should be noted that learning to read requires not only systematic instruction in sound-symbol connections, but also acquisition of the love of reading. Thus, reading instructions must be geared toward developing and enhancing interest, information acquisition, and lifelong literacy (Díaz-Rico, 2008). Among a variety of instructional approaches, the strategy using “into, through, and beyond” to build cultural and content, text-processing, and linguistic and grammatical schemata looks very workable. “Into” activities activate or develop student’s prior knowledge using visual aids, graphic organizers, films, etc. Most of all, a teacher can utilize K-W-L to tap into what students already know and to draw from them what they would like to learn in their reading. As ‘through activities”, read-alouds benefit students as they are exposed to fluent language modles, and think-aloud provides a valuable opportunity with students to imagine, visualize a setting, or analyze character and motive, comprehend mood and theme, etc (Anstrom, 1998). With “beyond activities”, students can extend their appreciation of literature, usually in another medium.

Writing provides students an outlet for self-expression as well as serves as a key to academic success (Díaz-Rico, 2008). I agree that writing is no longer an activity that can be postponed until a student becomes either a fluent speaker or a fluent reader. “Writing is truly the most complex of the communicative arts, incorporating reading as well as oral language” (Headway, 2002, p. 137). Building the writing workshop environment will ensure that each student feel free to talk about their ideas as they write. As students provide mutual help from brainstorming to editing, with a teacher acting as a facilitator rather than an instructor, this writing process approach can develop a facilitative, motivating learning environment. In addition, the activity of holding the writing conferences in the feedback phase caught my interest as well. The writer presides at the conference, setting agenda and explaining the intended meaning of writing, and the teacher can offer suggestions as an alternative to direct feedback on the writing.

Response to Sohee Kim
In her response, Sohee highlighted the integrated, interactive function of literacy skills. “In this chapter, it describes that literacy instruction within a sociocultural framework feature a highly interactive classroom, in which students talk as they read, collaborate as they write, listen to one another’s ideas, and give presentations about projects. Language skills are integrated and the primary language is developed alongside English (Diaz-Rico, 2008)”. From this sociocultural perspective, literacy skills are not just about reading and writing; rather, these skills can enhance our understating and help communicate our ideas clearly. Knowledge from reading a range of genres generates more understanding and meanings, enriches our lives and thus facilitates our communication. We read and write to better communicate our ideas and feelings to the people and to the world we live in.

Response to Snowylily1124's Blog
I also like the idea of self-writing as one way to practice and improve writing skills of students. Sometimes it is the lack of ideas and thoughts that make difficult for students to engage in writing not the lack of formulae in writing. When students have knowledge or opinions about a given topic, they can make their writing more compelling. Journal writing is an effective way to provide students with opportunities to improve their writing skills and also serves a place they can safely argue, verify their own personal values. In addition, writing a reflective journal can help students be more analytical, responsible in their learning and life as well.