COLLEGE OF EDUCATION – EESL 501
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.
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-2 Worksheet: Vocabulary in Context
A-5 Worksheet: Comparing Information
A-10 Formative Assessment: Peer Response Guide
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