UPAEP

[Men and Women]

UPAEP DELC English

Cultural Theme: Men and Women Target Language: English Context: Men and Women Differences and Similarities Skill Focus: Reading and Speaking Proficiency Level: Intermediate Level ACTFL Scheduling: Nine to Twelve 50 minutes classes Culminating Activity Goal: Students will identify and judge information about men and women using audiovisual and written materials on topics related to the differences and similarities between men and women, the traditional roles of men and women from pre Columbian times up to the present, and how the changing roles of men and women have affected the divorce rate in Mexico. The culminating activity has been developed to promote an awareness of the rising percentages of divorce in Mexico. Students will participate in an expert panel discussion about family problems and in order to create solutions to marital problems and offer possible alternatives to divorce. Students will analyze four different cases using the information seen in the thematic unit. Students will explain why the situation occurred using information from the unit. Groups must also provide a possible solution. Students will be able to express opinions orally about the similarities and differences of men and women, the changes in gender roles in Mexico throughout history, and the impact these changes have had on the current situation of dating marriage, and divorce. Thematic Unit Outline

Sequence

Objectives

Content Objectives 1 Activation of Prior Knowledge about Men & Women 1. SW recall what they already know about men and women. 2. SW state what they want to learn about men and women. Language Objective 3. SWBAT to use the following sentence patterns to state what they already know and what they want to learn about men and women: "I know that ___________." "I want to know ______________."

Strategy Objective 4. SWBAT apply the planning strategy elaboration of prior knowledge in order to activate prior knowledge about the thematic topic of the unit.

Content Objective 1.SW identify the components of the thematic unit and the characteristics of the culminating activity.

Explanation of Unit Language Objectives Scenario, Culminating 2.SWBAT discuss with a partner the key components of the thematic unit. Activity, and 3.SWBAT write specific information related to the thematic unit goal, scenario, rubric and Grading Rubric culminating activity. Strategy Objective 4.SWBAT apply the strategy selective attention in order to identify the components of the thematic unit as well as the culminating activity.

Content Objectives 1. SW predict what they think to be true about the opposite sex. 2. SW justify any correct predictions using their prior knowledge and background. 3. SW compare their information to the information given by the opposite sex 3 Gender Roles Language Objectives 1. SWBAT find specific information about men and women to either prove or disprove their predictions. 2. SWBAT compare the information in the texts to information from the opposite sex. Strategy Objectives 1. SWBAT apply the planning strategy predict in order to give them a clear focus throughout the reading. 2. SWBAT apply the evaluating strategy verify predictions to see if the predictions they made about men and womens facts were correct. Content Objective 1. SW identify and state the similarities and differences between men and women with regards to thinking, memory, sensitivity, and information processing. 4 Language Objective

More Similarities & 2. SWBAT read an article for specific information about differences between men and Differences women. Between Men and

Women

Strategy Objectives 3. SWBAT use Prediction and Verifying Predictions to prepare for and check understanding of a reading text. 4. SWBAT use Inferencing to guess the meaning of new words in a text. 5. Content Objectives 1. SWBAT discuss their dating partner expectations in order to compare and contrast their personal preferences. 2. SW identify and state changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present. 3. SW explain how these gender role changes have impacted family dynamics in the contemporary Mexican family. Language Objectives 4. SWBAT read to identify changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present. 5. SWBAT explain how changes in mens and womens roles have impacted past and present day family dynamics. Strategy Objectives 6. SWBAT apply the planning strategy elaboration of prior knowledge in order to anticipate information and ideas that they will find in the text. 7. SWBAT apply the monitoring strategy selective attention in to order to focus on key words and phrases

5 Changes in Mexican Gender Roles

Content Objective 6 Changes in dating partner preferences and their impact on marriages 1. SW analize and judge information about the dating process and marriage plans in Mexico through history. Language Objectives 2. SWBAT compare past and present day dating process and marriage plans. Strategy Objective 3. SWBAT apply the planning strategy inferencing in order to guess the meaning of words in a text.

Content Objective 1. SW analyze the reasons behind a high rate of divorce in Mexico.

7 Influences of a High Divorce Rate in Mexico

Language Objectives 2. SWBAT implement the sentence patterns: o I think that o I believe that o In my opinion, 3. SWBAT compare and discuss how changing gender roles impact the divorce rate in Mexico. Strategy Objective 4. SWBAT apply the planning evaluating strategy summarize in order to obtain the main information to prepare for a task.

Content Objective 8 Review of Content and Language Concepts of the Thematic Unit 1. SW review key content and language concepts of the thematic unit. Language Objectives 2. SWBAT list what they remember about the key content concepts. 3. SWBAT discuss what they remember about the key content concepts. 4. SWBAT to give opinions or express points of view about unit content concepts. unit. Strategy Objective 5. SW apply the monitoring strategy cooperate in order to compare language and content concepts from the unit. Content Objective 1.SW generate a panel discussion about men and women. Language Objective 2.SWBAT orally present a panel discussion about the reasons of the increasing number of divorces in Mexico. 9 Generation of the Discussion Panel Strategy Objectives 3.SWBAT apply the monitoring strategy cooperate in order to carry out the panel discussion. 4.SWBAT apply the evaluating strategy evaluate yourself in order to assess their classmates' as well as their own panel discussions.

Content Objectives 1.SW state what they learned about men and women and explain the reasons for the increasing number of divorces in Mexico. 2.SW state how they learned about men and women and explain the reasons for the increasing number of divorces in Mexico. Language Objectives 3.SWBAT write some instances of what they learned about men and women in the L column of the KWLH. 4.SWBAT write about the strategies they used to learn about Men and Women in the H column of the KWLH. Strategy Objectives 5.SWBAT apply the evaluating strategies evaluate yourself and evaluate your strategies in order to assess how they learned about the content topic.

10 Evaluation

Sequence 1 ACTFL Standards 1.1 Students engage in conversation, provide and obtain information, express feelings and emotion, and exchange opinions. Content Objectives 1. SW recall what they already know about men and women. 2. SW state what they want to learn about men and women. Language Objective 3. Students will be able to (SWBAT) use the following sentence patterns to state what they already know and what they want to learn about men and women: "I know that ___________." "I want to know ______________."

Strategy Objective 4. SW apply the planning strategy elaboration of prior knowledge in order to activate prior knowledge about the thematic topic of the unit. Evaluation 1. SW label where they identified what they already know about men and women in the K column of the Student KWLH. This evidence of the objective will be shared with the class. 2. SW label where they identified what they want to know about men and women in the W column of the Student KWLH. This evidence of the objective will be shared with the class. 3. SW orally state what they already know and what they want to know about men and women based on the answers provided in the K and W columns of the Student KWLH. 4. SW share opinions about the effectiveness of applying the elaboration of prior knowledge strategy. Material Attention Grabber Photos (Annex 1) Quick-write Sheet (Annex 2) Objectives Presentation (Annex 3) Learning Strategies Poster (Annex 3) Elaboration of Prior Knowledge Strategy Sheet (Annex 4) Model KWLH (Annex 5) Student KWLH (Annex 6) Lesson Sequence T: Hi class. Welcome to our thematic unit on Men & Women. To begin, lets set the context about what we are going to study in this unit. Preparation

The Attention Grabber Photos (Annex 1) is displayed to the class. Sts carry out a Quick Write for 3 minutes about the following question: Look at the picture. Do you agree with the differences and similarities between men and womens thinking? Explain.

In their Quick-write Sheet (Annex 2) sts write as much as they can about their ideas and the pictures. Sts share their answers with the person beside them. T calls on volunteers to share answers with the rest of the class. Class holds a discussion about the similarities and differences between men and women and if they agree with their peers statements. The Objectives Presentation (Annex 3) is displayed to sts. Sts are asked to comment on how the previous discussion about the similarities and differences between men and women relates to the objectives of the lesson sequence. Any doubts or questions about the class objectives are clarified.

T: Ok class. Now that we have understood the objectives of the lesson sequence, lets take a look at our first learning strategy. This learning strategy will be helpful in the brainstorming activity that we are going to do. Presentation The Elaboration of Prior Knowledge Strategy Sheet (Annex 4) is handed out and a st reads the strategy sheet. T models an example of the elaboration of prior knowledge strategy with the Model KWLH (Annex 5) about dinosaurs by thinking aloud about the topic and explaining the statements and questions in the K and W columns of the model:

T: I am going to demonstrate the elaboration of prior knowledge strategy you are going to practice in groups. I am going to think aloud so you can hear what I am thinking as well as see what I am writing. I am going to think about the ideas in the K and W columns of the KWLH and write what I am thinking about. For the K column, lets seedinosaurs. Well, I know that dinosaurs are large. I have seen models of dinosaurs in museums. They are very big. I know that dinosaurs are dead. Dinosaurs also lived a long time ago because I dont see any in real life. There are movies about dinosaurs. I watched Jurassic Park before. That movie is about dinosaurs. For the W column, lets seeI want to know how long ago they lived and why they died. I also want to know what they looked like and who the people are that study dinosaurs. Adapted from Chamot et at. (1999). T highlights the language structures I know and I want to know in the Model KWLH (Annex 5). T explains how the sentences in the K and W columns should be written with these language structures to express ideas clearly. T clarifies any doubts or questions about the description of the elaboration of prior knowledge strategy or using the elaboration of prior knowledge strategy to complete the K column and W column in the KWLH.

T: Now, lets practice the learning strategy elaboration of prior knowledge. Please get into groups of three and take out the Student KWLH. Practice Sts are placed into groups of three to practice the elaboration of prior knowledge strategy by competing the K and W columns of the Student KWLH (Annex 6). T monitors while sts work and offers assistance when necessary. T focuses on helping sts write correct and complete sentences with the key language structures: I know and I want to know.

T: Were you able to think of a lot of ideas about men and women? I hope so. Using your background knowledge to think of ideas about men and women will help you complete the thematic unit. Now lets evaluate the use of the learning strategy. Evaluation Sts break up into small groups to share what they know and want to know about the about men and women. The Objectives Presentation (Annex 2) is displayed again. To evaluate the content and language objectives, sts read the answers they placed in the K and W columns from the KWLH and label where each st accomplished the objectives of the lesson sequence. Whole class shares answers in the K and W columns and where the content and language objectives were accomplished. Students are encouraged to add on to their KWLH if the ideas are interesting to them. To evaluate learning strategy objectives, sts carry out a whole class discussion about the following questions. How did applying the elaboration of prior knowledge help you prepare for and check understanding of a reading text? Explain. Do you think that you can use this strategy in the future? Explain.

T: Ok class. I think you did an excellent job with practicing and evaluating your learning strategy use. I am now going to give you a homework assignment so you can apply the same learning strategy in a different task. Expansion T tells sts that the next lesson sequence will be about the main components of the thematic unit so sts can understand the expectations and components of the thematic unit. For homework, sts are to continue thinking about what they know and want to know about the topic of men and women. If they think of any more ideas, they are to add them to the K & W columns of the sts KWLH. Sts are to revise and edit their sentences making sure the sentences abide by the language structures I know and I want to know.

T: Ok class. Thats all for today. Thank you so much for your participation. We will see you tomorrow to continue with our thematic unit on men and women.

Material Attention Grabber Photos Annex 1

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Quick-Write Sheet Annex 2 Instructions: Look at the pictures. Do you agree? Write about differences and similarities between men and womens thinking.

Objectives Presentation Sheet Annex 3 Content Objectives 1. SW recall what they already know about men and women. 2. SW state what they want to learn about men and women.

Language Objective 3. Students will be able to use the following sentence patterns to state what they already know and what they want to learn about men and women: "I know that ___________." "I want to know ______________."

Strategy Objective 4. SWBAT apply the planning strategy elaboration of prior knowledge in order to activate prior knowledge about the thematic topic of the unit.

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Elaboration of Prior Knowledge Strategy Sheet Annex 4

Activate Background Knowledge (What do I already know about this?) Definition: Activating background knowledge helps bring to mind information that you know about the topic, the world, and the language to help you do the task. Example: If you are asked to read a fairy tale in the target language, think about what you know about typical characters, settings, and plots used in fairy tales. Why? : Thinking about what you already know helps you get ready for the task by familiarizing yourself with it. By having in mind what you already know, youll find it easier to understand and learn new information by relating it to your background knowledge. When?: Whenever you know what the topic is and you have adequate knowledge of the topic or of related information; whenever new information comes up in the task.

Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

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Model KWLH Annex 5

K What I KNOW W What I WANT to know L What I LEARNED has H HOW I learned an What activities did I do to learn about dinosaurs? We read articles about dinosaurs.

I know that dinosaurs are I want to know how long An archeologist large. ago they lived. exciting life.

We watched videos about dinosaurs. I know that dinosaurs are I want to know dead. dinosaurs died. why Dinosaurs ate plants and some eat meat. Did the strategy elaboration of prior knowledge help me learn?

Did the strategy taking notes help me learn? I know that dinosaurs lived I want to know how we Some dinosaurs a long time ago. know what they looked gigantic, but had liked. brains. were small What learning strategies did I use to read and write? I activated prior knowledge about dinosaurs and took notes on the readings about dinosaurs. How effective were the learning strategies in helping me read and write? Taking notes helped me understand information while reading.

I know that there are I want to know who the Fossils movies about dinosaurs. people who study traits. dinosaurs are.

uncover

dinosaur

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Student KWLH Annex 6 Instructions: Fill in each column according to: K the things you already know about the topic, W the things you want to know about the topic, L the things you learned about the topic, and H how you learned something. Remember that the last two columns should be completed almost at the end of the thematic unit. K W L H What I KNOW What I WANT to know What I LEARNED HOW I learned Activities & Learning Similarities and Differences Between Men and Women Strategies
Boys do not cry when Mufasa dies. Why women go together to the bathroom?

What activities did I do to read and write about men and women?

Changes in Mexican Gender Roles

More women work nowadays. How roles have changed in the last days?

Did the learning strategies in the unit help me learn?

Impact of Changes in Gender Roles on the Divorce Rate in Mexico

As more women work, children are alone in their houses. What is the impact of working women in marriages in Mexico?

What learning strategies did I use to read and write?

How effective were the learning strategies in helping me read and write?

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Sequence 2 ACTFL Standards 1.2 Students engage in conversation, provide and obtain information, express feelings and emotion, and exchange opinions.

2.2 Students demonstrate an understanding of the relationship between the perspectives and contributions of the culture studied. 3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures.
Content Objective 1.SW identify the components of the thematic unit and the characteristics of the culminating activity. Language Objectives 2.SWBAT discuss with a partner the key components of the thematic unit. 3.SWBAT write specific information related to the thematic unit goal, scenario, rubric and culminating activity. Strategy Objective 4.SWBAT apply the strategy selective attention in order to identify the components of the thematic unit as well as the culminating activity.

Evaluation 1. SW label where they explained the components and expectations of the thematic unit in the Thematic Unit Analysis Sheet. This evidence of the objective will be shared with the class. 2. SW label where they explained the components and expectations of the thematic unit in the Thematic Unit Analysis Sheet. This evidence of the objective will be shared with the class. 3. SW orally paraphrase the components and expectations of the thematic unit in the Thematic Unit Analysis Sheet. 4. SW share opinions about the effectiveness of applying the Personal/Contextualize learning strategy. Material Objectives Presentation Worksheet (Annex 1) Selective Attention Strategy Sheet (Annex 2) Thematic Unit Analysis Sheet (Annex 3) Thematic Overview Sheet (Annex 4) Culminating Activity Assessment Rubric (Annex 5) Expansion Video Gender roles (Annex 6) (Blackboard or https://www.youtube.com/watch?v=RH4hs69OWl4 ) Expansion Selective Attention Worksheet (Annex 7) Lesson Sequence Preparation T: OK, guys, in the last class we started our thematic unit, lets see what are the things that you remember.

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T asks students to take out their KWLH. In pairs, sts share the information they added to their KWLH. As a whole class, some sts share things that they already know about men and women roles that they added to their KWLH.

T: OK, guys, now that we know that our thematic unit will be related to mens and womens changing roles, lets take a look to the main components of the thematic unit and to the culminating activity. Sts take out their Objectives Presentation Worksheet (Annex 1), and T displays the Objectives Presentation worksheet (Annex 1) on the board. A student volunteers to read the objectives. Three volunteer students paraphrase content, language and strategy objectives. T clarifies any doubts related to the objectives. Teacher tells students that they will be evaluated on the lesson sequence by being able to identify and explain the main components and expectations of the thematic unit in the four following categories: unit goal, unit scenario, culminating activity, grading rubric.

T: Ok, as we are going to evaluate these four categories: ( Sts are expected to answer according to previous thematic units they have worked with, ex: We made a Host Family Profile in the last TU) What do you think unit goal is? What do you think goal means? What about unit scenario? Do you remember the last unit scenario? Do you remember what a culminating activity is? What is a grading rubric?

T: Now that we know what our goals are, lets look at our strategy.

Presentation Sts take out their Selective Attention Strategy Sheet (Annex 2) and a student reads the strategy sheet aloud

T: We are going to work today with the Selective Attention Strategy. You have used this strategy before. Imagine you dont know the meaning of gender and you are going to look for it in a dictionary. How do you look for it? (Expected answer: We go to the G) Yes! You dont start at the first page of the dictionary, you start looking at the letters that form the word in order to select the correct page on the dictionary. This is called selective attention!

T Ok, so lets take out the Thematic Unit Analysis Worksheet (Annex 3) and the Thematic Unit Overview Sheet (Annex 4) so lets apply the selective attention strategy. Lets see, The first part says: This unit is related to ___ Ok, if I selectively attend to the Unit Goal it says: Students will make judgments about information regarding men and women . That means the unit is related to men and women !!!

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T clarifies any doubts or questions about the description of the selective attention strategy by using the selective attention strategy to complete the Thematic Unit Analysis Worksheet (Annex 3).

T Now that we have reviewed our strategy lets apply it to our thematic unit!!!

Practice Sts take out their Thematic Unit Analysis Sheet (Annex 3) and Thematic Overview Sheet (Annex 4).

In pairs, sts practice selective attention learning strategy looking for specific information in the Thematic Overview Sheet (Annex 4), and the Culminating Activity Assessment Rubric (Annex 5) in order to complete the Thematic Unit Analysis Sheet (Annex 3). T walks around and monitors sts progress and clears up any questions. After completing the Thematic Unit Analysis Sheet (Annex 3), sts share their answers with the rest of the class. Sts and teacher clarify the answers of the Thematic Unit Analysis Sheet (Annex 3).

T: Great job guys!! Now lets evaluate what we have learned today.

Evaluation Sts read and share their answers with the group and explain where they accomplished the objectives of the lesson sequence (Objectives #1, #2, and #3 check).

T asks some students to volunteer and paraphrase the main important features of the unit goal, unit scenario and culminating activity. To evaluate learning strategy objectives, sts carry out a whole class discussion about the following question. o How did applying the selective attention strategy help you identify the thematic unit components? Explain. o Do you think that you can use this strategy in the future? Explain o How will it be useful in other subjects? Explain. (Objectives #4 check).

T: Ok class. I think you did an excellent job; now lets do some homework.

Expansion Sts watch the Expansion Video Gender roles (Annex 6) and using the selective attention strategy they will complete the Expansion Selective Attention Worksheet (Annex 7). T goes over the directions and tells sts that they will review this activity at the beginning of the next class.

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Material

Objectives Presentation Annex 1 Content Objective 1.SW identify the components of the thematic unit and the characteristics of the culminating activity. Language Objectives 2.SWBAT discuss with a partner the key components of the thematic unit. 3.SWBAT write specific information related to the thematic unit goal, scenario, rubric and culminating activity. Strategy Objective 4.SWBAT apply the strategy selective attention in order to identify the components of the thematic unit as well as the culminating activity.

Selective Attention Strategy Sheet Annex 2

Selectively Attend (What parts should I pay most attention to? Is this information important?)

Definition: Selective attention involves choosing to focus on specific aspects of language or situational details that will help you perform the task. Example: If you have to read a train schedule to get your destination, you might choose to focus on finding departure times and platform numbers. Why? : Deciding to focus on specific information makes it easier to identify the critical information for your goal because you can give it full concentration and ignore distractions. You can also choose to focus on information you know to help you understand and communicate better. Focusing on informati on you dont know can help you pinpoint problems and expand your learning. When? : Useful for a variety of tasks, especially if your goal requires you to understand or give specific information

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Thematic Unit Analysis Sheet Annex 3

Instructions: Read the Thematic Unit Overview Sheet (Annex 4), and the Culminating Activity Assessment Rubric (Annex 5) and fill in the blank with the missing information.

Unit Goal This Unit is related to __________________ The three main topics that are discussed in the thematic unit are: 1. _________________________________ 2. _________________________________ 3. _________________________________ Unit Scenario/ Problem What has increased in the last decade? ________________________________________________ According to INEGI, how many marriages ended in divorce? ________________________________________________ What was the percent of divorces in 1971 ___________ 2000 ___________ Culminating Activity For the culminating activity, students will __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ Rubrics What are the four features that will be evaluated for the culminating activity? 1. ______________________ 2. ______________________ 3. ______________________ 4. ______________________

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Unit Overview Sheet Annex 4 Unit Overview Sheet Men and Women Unit Goal: Students will make judgments about information regarding men and women using audiovisual and written materials on topics related to the differences and similarities between men and women, the traditional roles of men and women from pre-Columbian times up to the present, and how the changing roles of men and women have affected the divorce rate in Mexico.

Unit Scenario/Problem: There has been a significant increase in the number of divorces over the last 10 years in Mexico. According to INEGI, in 2007 13 out of 100 marriages ended in divorce in Mexico. This represents a significant increase compared to 2000 when 7.4 percent of marriage ended in divorce and in 1971, when 3.2% had similar results. You have been chosen to participate in an expert panel discussion about family problems. You will come up with solutions to this problem and offer possible alternatives to divorce. Guiding Questions:

What are the differences and similarities between men and women? What were the traditional roles of men and women from pre-Columbian times up to the present? How have the changing roles of men and women affected the divorce rate in Mexico? Culminating Activity Students will participate in an Expert Panel Discussion. Students in groups of 4 will analyze 4 different cases using the information seen in the thematic unit. Groups should explain why the following situations occur and a possible solution to the situation using content information from the unit. Situation 1
Domestic violence victim Married woman 35 years old Mother of 2 children Situation: Married to an alcoholic husband who beats her twice a week. Woman does not plan to leave her husband even though he beats her. Situation 2 Stay-at-home dad 29 year old man Father of 3 children Situation: Couldnt finish his degree because of he decided to take care of his kids because his wife has a good job. He has no hopes for the future and is usually sad and depressed.

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Situation 3 Working woman 27 year old unmarried woman Works for a transnational company Excellent salary Situation: Very successful woman and dedicates a lot of time to her work. Men are scared of her independence.

Situation 4 Business owner 32 years old Has a successful company Situation: Lacks the time to take care of his family. His wife wants a divorce because his business consumes all of his time. He loves his kids.

Roles: 4 experts (group carrying out the press conference) 1 host / moderator 7 pairs of reporters
Responsibilities: Host One student from the class will volunteer to welcome the experts and reporters to the press conference. The host introduces the experts to the audience, moderates the questions from the reporters and the answers of the experts and finishes and concludes the press conference. This student will take notes during the press conferences as a listening task in order to fulfill the responsibilities of the role. Experts Experts share the arguments they have prepare related to the to the differences and similarities between men and women, the traditional roles of men and women from pre-Columbian times up to the present, how the changing roles of men and women have affected the divorce rate in Mexico, and how the macho culture can be turned around in order to reduce the number of divorces. Reporters Reporter A Listens to the information in the press conference and takes notes on a T- chart. This student will take notes during the press conferences as a listening task in order to fulfill the responsibilities of the role. Reporter B Using the notes of reporter A prepares and asks one / two questions to the experts. This student will take notes during the press conferences as a listening task in order to fulfill the responsibilities of the role.

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Culminating Activity Assessment Rubric Annex 5 Students name _______________________________________________________________________ LEVELS OF PARTICIPATION CRITERIA ORGANIZATION AND CLARITY Viewpoints and responses are clear and related to the information studied in the thematic unit. USE OF EXAMPLES Relevant examples were given to support all points. 3 solutions to gender problems in the unit were suggested. Students expressed four opinions about the gender role changes and problems that have occurred because of these changes. Relevant examples were given to support all but 1 point. 3 solutions to gender problems in the unit were suggested. Students expressed three opinions about the gender role changes and problems that have occurred because of these changes. Relevant examples were given to support all but 2 points. 2 solutions to gender problems in the unit were suggested. Students expressed two opinions about the gender role changes and problems that have occurred because of these changes. Relevant examples were not given to support 3 or more points. 1 solution to gender problems in the unit was suggested. Students expressed one opinion about the gender role changes and problems that have occurred because of these changes. Relevant examples were not given to support any points. No solution to gender problems in the unit was suggested. Students did not express ANY opinion about the gender role changes and problems that have occurred because of these changes. Student was openly aggressive and disrespectful towards others. 4 3 2 1 0

Points Points made/responses made/responses were completely were mostly clear and clear and orderly orderly in all but throughout the 1. presentation.

At least 2 points made/respons es were unclear.

3 or more points made or responses were unclear.

All responses were unclear or not related to the given information

Examples are given to support reasons. Solutions to gender problems presented in the unit are suggested.

POINT OF VIEW Panel discussion include a variety of student opinions about the topics

BEHAVIOR Student shows respectful behavior throughout the presentation

Student was respectful and showed assertive and participative behavior throughout the presentation.

Student was respectful and showed nonassertive or participative behavior.

Student was sometimes respectful and showed nonassertive or participative behavior.

Student showed slightly aggressive behavior towards others.

Total of points 16

Points _________________

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Expansion Video Gender roles Annex 6 (Blackboard or https://www.youtube.com/watch?v=RH4hs69OWl4 )

Expansion Selective Attention Worksheet Annex 7 Instructions: Watch the Gender Roles video and using the selective attention strategy complete the following chart. You will watch Child Answer the questions Barbie or Ken? Can boys put Do girls have Which doll likes Who takes care of Who goes to the babies? work? on dresses? short hair or to clean the house? long hair? ___________ ___________

Are you a Are you ever Which doll likes boy or a girl? going to be a to clean the house? girl?

Who takes care of Who goes to the babies? work?

___________ ___________ Are you a Are you ever Which doll likes boy or a girl? going to be a to clean the house? boy? ___________ ___________ Are you a Are you ever Which doll likes boy or a girl? going to be a to clean the house? girl? Who takes care of Who goes to the babies? work? Who takes care of Who goes to the babies? work?

___________ ___________

Which doll likes to clean the house?

Who takes care of Who goes to the babies? work?

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Sequence 3 ACTFL Standards

1.1 Students engage in conversation, provide and obtain information, express feelings and emotion, and exchange opinions. 2.2 Students demonstrate an understanding of the relationship between the perspectives and contributions of the culture studied. 3.2 Students acquire information and perspectives through authentic materials in the foreign languages and within the cultures. 4.1 Students recognize that different languages use different patterns to communicate and can apply this knowledge to the target language.
Content Objectives 1. 2. 3. SW predict what they think to be true about the opposite sex. SW justify any correct predictions using their prior knowledge and background. SW compare their information to the information given by the opposite sex.

Language Objectives 4. SWBAT find specific information about men and women to either prove or disprove their predictions. 5. SWBAT compare the information in the texts to information from the opposite sex. Strategy Objectives 6. SWBAT apply the planning strategy predict in order to give them a clear focus throughout the reading. 7. SWBAT apply the evaluating strategy verify predictions to see if the predictions they made about men and womens facts were correct. Evaluation 1. SW fill out a Predicting and Verifying Predictions Worksheet to monitor how well they make guesses. 2. SW complete a questionnaire about how the objectives were met and how the learning strategies helped them with the tasks and discuss it in class. Material Attention Grabber Pictures (Annex 1) Guiding questions for each picture (Annex 2) Objectives Presentation Sheet (Annex 3) Predicting Strategy Sheet (Annex 4) Making and Verifying Predictions Worksheet (Annex 5) Verifying Predictions Strategy Sheet (Annex 6) Objectives and Learning Strategies Questionnaire (Annex 7) Expansion Prediction Worksheet (Annex 8) Lesson Sequence

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T: Hi guys. Welcome to the third sequence of our thematic unit on men and women. The past two sequences have dealt with the activation of prior knowledge of the unit topic and exploring the expectations of the unit such as the culminating activity and the grading rubric. Today, we are going to begin with our topic Gender Roles. Lets review the homework! Preparation Sts take out their Expansion Selective Attention Worksheet (Annex 7). In pairs, sts exchange their worksheets. T shows Expansion Video Gender roles Annex 6 (Blackboard or https://www.youtube.com/watch?v=RH4hs69OWl4 ) Sts watch the video and check their classmates worksheet. As a whole class, T and sts review the answers. T: Wow, it is impressive! Kids develop gender identity since the age of two and recognize stereotyped gender roles at the age of 4!!! Lets continue talking about gender roles. T projects the Attention Grabber Pictures (Annex 1) for sts. Sts are asked to answer the following Guiding Questions (Annex 2). The attention grabber pictures are to help set the context. First Picture 1. Describe the pictures 2. Are these pictures familiar to you? 3. How do they make you feel? Why? Second Picture Describe the pictures Are these pictures familiar to you? How do they make you feel? Why? In your opinion what are some common misconceptions about the opposite sex?

4. 5. 6. 7.

Sts are asked to discuss these questions with a partner. T asks for volunteers to share their answers, so the group can discuss. T projects the Objectives Presentation Sheet (Annex 3) of the content, language, and strategy objectives to the class and asks a volunteer to read them aloud. As a whole class students by taking turns explain in their own words what the objectives mean to them. Also sts will answer the question Do you think the video and questions are related to the objectives? How? (Expected answers: Yes, because we are discussing gender roles)

T clarifies any doubts.

T: Ok, now that we know what our goal is, lets start with our first strategy. Look at the posters, which one do you think we are going to be working with today? A clue, it is a planning strategy Presentation 1 Sts get out the Predicting Strategy Sheet (Annex 4). T asks for a volunteer to read the strategy sheet in English and explain the strategy in his/her own words.

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Sts get out the Predicting Strategy Sheet (Annex 4) and sts read the instructions individually then explain in their own words what the strategy involves. T gives an example of when you can use predicting.

T: Predicting is something that can help you prepare for any situation or task that you might be faced with. Every day in the morning, you get dressed to leave the house based on what you think the weather will be like. If you think it will be cold, you wear warm clothes, and if you think it will be hot out, you wear light clothes. Predicting is not an exact science. This means that you will not always be right but at least you can try to anticipate information and possible results. Sts get out their Making and Verifying Predictions Worksheet (Annex 5) T has 1L st read the instructions and explain what they have to do in his/her own words. T clarifies any doubts. T models the exercise with the example that is already done by taking the sts through the steps of how to fill out the first part of the making and verifying predictions worksheet.

T: Look at the example that is already done for you. Based on the topic I am suppose to answer yes or no according to what I think to be true about men because I am a woman. If you are a man, you will fill out the part about women or if you are a woman about men. I am going to write a prediction about the first fact When a girl says "no", a guy hears it as "try again tomorrow." I think men like difficult things. I think they like to insist, so my prediction is YES. I do not know if it is true, but I believe it is! Please, ignore the third and fourth columns. Just fill out the column for predictions. Now, start working on your predictions and remember that for predictions there are no correct answers.

Practice 1 Sts complete the My Prediction column of the worksheet individually. T monitors and assists sts. Once sts have finish, they will interview three of their classmates (opposite sex) in order to fill the three squares with their classmates answers. T models an example of how to complete the My Classmates Opinion column.

T: Now that you have predicted, lets interview three classmates of the opposite sex in order to know what they think. At the very beginning, I said that I think When a girl says "no", a guy hears it as "try again tomorrow." I think boys are like that, so I said my answer was YES. Now, I will interview three boys to write their answers. T asks three boys in order to complete the chart with yes or no answers.

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T: Ok, it is your turn now. Please, stand up and interview people of the opposite sex! T monitors while sts interview their classmates. T assists sts. Presentation 2 Sts are asked to get out the Verify predictions and Guesses Strategy Sheet (Annex 6). Sts read along with T while T reads the strategy sheet in English. T clarifies any doubts sts have about the learning strategy based on their questions and by giving sts another example.

T: How many of you have chosen a movie because you thought the movie would be great? (Sts are expected to raise their hands). Imagine you go to the movies with five friends and you choose the movie because the title is interesting! The Saint vs the mommies! But when you watch the movie, you realize the movie is awful and boring. Well, that means you predicted something, but your prediction was not accurate! Sometimes people have great predictions, sometimes they do not, but it is always interesting, helpful ,and fun to find out if predictions were correct or not! T projects the example again from the Making and Verifying Predictions Worksheet (Annex 5) and goes through the example for verifying with sts.

T: Remember when I told you that we would come back to this example. Lets check my prediction. Based on the answers of the boys,(yes-yes-no) I can say that the majority said yes. So, my prediction was correct.

Sts are asked to refer back to their Making and Verifying Predictions Worksheet (Annex 5).

Practice 2

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Sts individually complete the Verifying section of the worksheet according to the text. Once finished, sts are placed into two groups (women and men) to check their answers. Sts have to be able to state whether their predictions were correct or incorrect. T checks answers with sts by having volunteers underline the information from the text for each of the predictions.

Evaluation Sts exchange articles with the opposite sex, so they can read what people think about them. T guides a group discussion where sts can also verify the information they have with the opposite sex. Sts can specifically ask about the information they wrote in their charts and fill in the answers. Sts then have to discuss which points they agree with and which points they disagree with about their own sex. Sts have to support their answers with examples. The opposite sex is allowed to give their opinion. Sts are asked to get out the Guiding Questions (Annex 2) from the beginning of the class. 1. How do they make you feel? Why? 2. In your opinion what are some common misconceptions about the opposite sex? Sts check to see if they would like to change any of their answers and they have to explain why. Sts get out the Objectives and Learning Strategies Questionnaire (Annex 7). Sts read instructions and fill out the checklist about objectives. T clarifies any question. T monitors sts while they work. Then sts read instructions and fill out the learning strategy questionnaire and complete the comments part. T and sts discuss the information as a group.

Expansion As homework, sts will practice the prediction and verifying predictions strategies. They will complete the Expansion Prediction Worksheet (Annex 8). Sts will choose a person (mother, father, brother, sister, boyfriend, girlfriend or best friend) and they will predict what their answer will be in order to fill in the My Prediction Column. Then sts will interview that person in order to complete the The answer of my __________ column. In the blank space, sts will write who the person is: mother, father, brother, sister, boyfriend, girlfriend or best friend. Finally, sts will verify their predictions. T will model an example for them.

T: I will choose my boyfriend. I think he prefers a woman as a doctor because his mother is a doctor. Now, I will go visit him to interview him and complete the chart with his answers and verify my predictions.

28 Material Attention Grabber Pictures Annex 1

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Guiding questions Annex 2

First Picture 1. Describe the pictures 2. Are these pictures familiar to you? 3. How do they make you feel? Why? Second Picture Describe the pictures Are these pictures familiar to you? How do they make you feel? Why? In your opinion what are some common misconceptions about the opposite sex?

4. 5. 6. 7.

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Objectives Presentation Sheet Annex 3 Content Objectives 1. SW predict what they think to be true about the opposite sex. 2. SW justify any correct predictions using their prior knowledge and background. 3. SW compare their information to the information given by the opposite sex. Language Objectives 1. SWBAT find specific information about men and women to either prove or disprove their predictions. 2. SWBAT compare the information in the texts to information from the opposite sex. Strategy Objectives 1. SWBAT apply the planning strategy predict in order to give them a clear focus throughout the reading. 2. SWBAT apply the evaluating strategy verify predictions to see if the predictions they made about men and womens facts were correct.

Predicting Strategy Sheet Annex 4 PREDICTION (WHAT DO I THINK WILL HAPPEN?) Predicting involves thinking of the kinds of words, phrases, and information that you can expect to encounter based on your background knowledge and/or on information you encounter during the task. For example, if you want to buy a concert ticket, think about what you will need to say to the cashier. For example, you will want to know how to ask about dates, times, and prices in the target language. Anticipating information gives you direction for doing the task because you will be attuned to certain types of information. Use this strategy when you have knowledge about the topic; when new information is presented that allows you to refine or modify previous predictions or make new predictions.
Bibliography: Anna Uhl Chamot [et al.]. (1999). The Learning Strategies Handbook. Longman. Pearson Education.

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Making and Verifying Predictions Worksheet Annex 5

Instructions: Part 1: Predicting write what you think to be true or false about the opposite sex. Part2: You will be given the chance to ask the opposite sex about the information you have in your chart. Use this opportunity to complete the column my classmates opinion and to write down the information you are given. Part 3: Verifying your predictions according to your opposite sex classmates answers.
Making and Verifying Predictions Worksheet For Boys (Annex 5)

Fact
Women need to cry. And they won't do it alone.

My prediction

My classmates opinion

Verifying my prediction

Women love to shop. It is the one area of the world where they feel like they're actually in control Women especially love a bargain. The question of "need" is irrelevant, so don't bother pointing it out. Women never have anything to wear.

Women hate bugs. They need a man around when there's a spider in the house. Women can't keep secrets.

Women are paid less than men, except for one job: Modelling.

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Women can't refuse to answer their phone, no matter what they are doing.

Women always go to public restrooms in groups. It gives them a chance to gossip. Women do not like video-games.

Women think all beer is the same.

Women are never wrong. Apologizing is the mans responsibility.

Women do not know anything about cars.

Women have better restrooms.

Women keep three different shampoos and two different conditioners in the shower.

After a woman showers, the bathroom will smell like a fruit cocktail.

Women don't understand sports.

Women do not know how to drive.

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Women do NOT want an honest answer to the question, 'How do I look?'

Women hate talking about their weight.

34 Making and Verifying Predictions Worksheet For Girls (Annex 5)

Fact
When a girl says "no", a guy hears it as "try again tomorrow."

My prediction

My classmates opinion

Verifying my prediction

Guys love gossip.

Sending a guy a message like "You know what?!..uh...never mind!" would make them very angry.

Guys are very open about themselves.

Boys can spend hours stalking girls in Facebook.

If a guy tells about his problems, he just needs someone to listen to him.

Guys love girls with brains more than girls in miniskirts.

Guys virtually brag about anything.

Guys cannot keep secrets.

Guys love beer.

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Guys cook better than women.

Guys tend to get serious with their relationship and become too possessive.

Boys like women who are taller than them.

Guys hate romantic movies.

Guys love video games.

Guys love to control the remote.

Guys hate it when a girl talks about her ex-boyfriend.

Guys go crazy over a girl's smile.

Guys hate girls who are Drama Queens.

Guys hate shopping.

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Verifying Predictions Strategy Sheet Annex 6

VERIFY PREDICTIONS AND GUESSES (Were my predictions and guesses right? Why or why not?) DEFINITION: This strategy involves checking whether your predictions and expectations were met while you carried out the task. EXAMPLE: If you predicted that you might hear words for temperature, precipitation, sunny, or cold in a weather report, think about which of these words you actually heard. WHY: Evaluating the appropriateness of your predictions and expectations, helps you decide how well youve related your background knowledge to new information. It also reinforces your understanding of the information. WHEN: After getting new information about a prediction or after completing the task.
Objectives and Learning Strategies Questionnaire Annex 7

INSTRUCTIONS: 1. Write a check in the box beside the objective. If the objective was completed, write the activity that went with the objective in the last column. If not dont write anything in the last column. If yes, write the activity that completed the objective.

CLASS OBJECTIVE

COMPLETED

NOT COMPLETED

1. SW predict what they think to be true about the opposite sex. 2. SW justify their predictions using their prior knowledge and background.

3. SW compare their information to the information given by the opposite sex.

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2. Write a check mark in a box beside the learning strategies. The strategy helped you with the activities or the strategy didnt help you with the activities. In both cases, you have to explain why in the last column. LEARNING STRATEGIES DIDN'T HELP EXPLAIN YOUR CHOICE

HELPED

Predict

Verify Predictions and Guesses 3. On the comment lines, write what activity you liked the most, what activity you liked the least, and what you would change about the class. Comments: What I liked the most is __________________________________________________________________________________________ __________________________________________________________________________________________ What I liked the least is __________________________________________________________________________________________ __________________________________________________________________________________________ What I would change about the class is __________________________________________________________________________________________ __________________________________________________________________________________________

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Expansion Prediction Worksheet Annex 8 Instructions: Choose a person (your mother, father, brother, sister, boyfriend, girlfriend or best friend) and predict what their answer will be in order to fill in the My prediction column. Then interview that person in order to complete the My __________ answer In the line, write who the person is; your mother, father, brother, sister, boyfriend, girlfriend or best friend. Finally, verify your predictions.

A woman or a man What do you prefer as a

My Prediction

The answer of my _______________

Verify Prediction

Doctor? Nurse? Chef? Teacher? Police officer? Lawyer? Firefighter? Secretary? Driver? Best friend? Enemy?

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Sequence 4 ACFTL Standards 1.1 Students engage in conversation, provide and obtain information, express feelings and emotion, and exchange opinions. 1.2 Students understand and interpret written and spoken language on a variety of topics. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Content Objective 1. SW identify and state the similarities and differences between men and women with regards to thinking, memory, sensitivity, and information processing. Language Objective 2. SWBAT read an article for specific information about differences between men and women. Strategy Objectives 3. SWBAT use Prediction and Verifying Predictions to prepare for and check understanding of a reading text. 4. SWBAT use Inferencing to guess the meaning of new words in a text. Evaluation 1. SW carry out a Quick Write assessment technique in which the similarities and differences between men are women from the text are stated. 2. SW carry out a Quick Write assessment technique in which the similarities and differences between men are women from the text are stated. 3. SW share opinions about the effectiveness of applying the Prediction and Verifying Predictions strategy. 4. SW share opinions about the effectiveness of applying the Inferencing strategy. Key Vocabulary centuries Materials Men and Women the Differences Video (Annex 1) (Blackboard or https://www.youtube.com/watch?v=6zQP4NjYZnY ) Men and Women T-chart (Annex 2) Objectives Presentation (Annex3) Prediction Strategy Sheet (Annex 4) Prediction Model Sheet (Annex 5) Venn Diagrams for Thinking, Memory, Sensitivity, Information Processing (Annex 6) Reading: Understanding the Differences Between Men and Women (Annex 7) Inferencing Strategy Sheet (Annex 8) Inferencing Vocabulary Sheet (Annex 9) Verifying Predictions Strategy Sheet (Annex 10) Verifying Predictions Model Sheet (Annex 11) Video Activity Sheet (Annex 12) Video Differences between Men and Women (Annex 13) (Blackboard or https://www.youtube.com/watch?v=KDSe5Y1ZI6I ) discovery none fact weight face pain strengthen

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Lesson Sequence T: Hello class. Welcome to the fourth sequence of our thematic unit on men and women. The past sequence, we talked about gender roles. Today, we are going to begin studying the similarities and differences between men and women. To begin, lets watch a video about the differences between men and women. Preparation Sts take out their Expansion Prediction Worksheet (Annex 8) from the previous sequence. Sts will share their answers. After some sts have share their answers, sts answer the following questions as a whole class (WC): o Do you agree with the responses? Explain. T asks sts if they know more stereotyped things about men and women. Sts share their answers (WC) T writes the word stereotype on the board and asks sts to work in pairs (L/H) and write down what ideas come to their minds when they talk about this word. T models with one or two examples: All Mexican men wear hats and boots. Students are given the Men and Women T - Chart Sheet (Annex 2) and are asked to complete it meanwhile they watch the Men and Women the Differences Video (Annex 1) (Blackboard or https://www.youtube.com/watch?v=6zQP4NjYZnY ). T models the completion of the T Chart with an example. After watching the video, sts discuss with another pair if the information from the video is an example of stereotypes between men and women and why. T asks sts to pay attention to the Attention Grabber video Men and Women the Differences Video (Annex 1) (Blackboard or https://www.youtube.com/watch?v=6zQP4NjYZnY ) T asks sts which of the facts they saw in the video are true and which ones are false. In pairs sts discuss the video. As a whole class, volunteers share their opinions about men and women differences. T projects the Objectives Presentation (Annex 3) of the content, language, and strategy objectives to the class and asks sts to read them aloud. Sts answer the following questions as a whole class: o Read the objectives. Please describe in your own words the content, language, and strategy objectives. o How do the content and language objectives relate to the video you just watched? T clarifies any doubts sts may have about the objectives.

T: Ok class. Now that we have understood the objectives of the lesson sequence, lets take a look at our first learning strategy. This learning strategy will be helpful in the reading activity that we will do during the lesson sequence. Presentation 1 T introduces the learning strategy Prediction by asking the following question: o When you read a story what things do you do to help yourself understand the story? Explain. Sts discuss these questions as a WC while teacher elicits answers related to actions, mental processes, tools, or activities that sts do to help comprehend a text. The Prediction Strategy Sheet (Annex 4) is handed out and sts answer the following questions in a WC discussion:

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o How can prediction help you comprehend a text while reading? Sts read the strategy sheet individually. A st is called on to rephrase the explanation of the strategy in their own words in English. Images of 5 different Venn Diagrams (Annex 6) are projected on the board. Each Venn Diagram represents one of the following categories: problem solving, sensitivity, information processing. T explains the purpose of a Venn Diagram (to illustrate similarities and differences between two topics) and states that the class is going to identify similarities and differences between men and women in a reading. T models an example of prediction with the Prediction Model Sheet (Annex 5) about the characteristic of problem solving regarding men and women by thinking aloud about the topic and making predictions about what will be contained in the reading.

T: When I read, I try to think about what I am going to be reading before I start. So, for example, if I know I am going to reading about the similarities and differences of men and women, I will think about characteristics of men and women such as how they solve problems. First, let me think of some differences. HmmmI think that the article will say that women like to plan out how they are going to solve problems. Men on the other hand begin solving the problem without planning. These are my predictions. I predict that men and women are both similar in that they work hard to solve their problems. I will write this one down too. T clarifies any doubts or questions about the Prediction strategy. T: Now, lets practice the learning strategy Prediction. Please get into groups of three and take out the reading. Practice 1 Sts are to get groups of three and pay attention to the title and headings in the reading. T assigns each group one of the four characteristics: thinking, memory, sensitivity, information processing. In groups, sts discuss what the reading will be about and brainstorm similarities and differences between men and women. Sts predict 5 similarities and/or differences that they will identify from the article related to the specific characteristic they have been assigned. Sts write predictions down on the Venn Diagrams (Annex 6). WC shares predictions and explains why they chose each prediction. Sts read the whole text and monitor their comprehension by thinking about if their predictions were correct or incorrect.

T: Do you think your predictions were correct after reading? Before we verify our predictions, we are going to learn some vocabulary that might help better understand the reading. Lets take a look at our second learning strategy. This learning strategy will be helpful in learning vocabulary in a reading.

Presentation 2 T introduces the learning strategy inferencing by asking the following question: o When you read a text, what do you do when you encounter a comprehension problem? Explain. o How do you learn new vocabulary words when reading? Explain. Sts discuss these questions as a WC while T elicits answers related to actions, mental processes, tools, or activities that students do to help them learn new vocabulary words. The Inferencing Strategy Sheet (Annex 8) is handed out and students answer the following questions in a WC discussion:

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o Have you ever used the learning strategy Inferencing? o How can Inferencing help you solve comprehension problems while reading a text? Sts read the strategy sheet individually in English. A st is called on to rephrase the explanation of the strategy in their own words in either Spanish or English depending on the affective state of the student regarding explaining the strategy aloud in English. T hands out the Inferencing Vocabulary Sheet (Annex 9). T explains that the objective of the activity is to look at the vocabulary item and infer its meaning from the context, language, or any other clue in the text. T models an example with the Inferencing Vocabulary Sheet (Annex 9) by thinking aloud about the topic and inferring the meaning of the first word in the sheet based on context and language.

T: I am going to show you how to use the inferencing strategy. One word that I dont know is centuries. Lets see if I can figure out what the words means. First, I read the whole sentence: For centuries, the differences between men and women were socially defined and distorted because of the idea that men were superior to women. Well, I imagine that men and women have had difference for a long time. So the context, of the sentence tells me that centuries might mean an amount of time. So lets seehow much time is a century? I can use language to infer the answer. Since I know Spanish, I know that cien means 100. The beginning of the word century resembles cien in Spanish. I think that century means 100 years. Ok. So that makes sense. For hundreds of years, the differences between men and women were socially defined and distorted because of the idea that men were superior to women. T clarifies any doubts or questions about the Inferencing strategy.

T: Now, lets practice the learning strategy Inferencing. You will continue to work in groups of three. Practice 2 In groups of three, sts complete the Inferencing Vocabulary Sheet (Annex 9) by reading the article Reading: Understanding the Differences Between Men and Women (Annex 7) and inferring the meaning for each vocabulary word. One st from each group comes up to the board and writes a sentence that they created on the sheet. WC reviews the sentences that are written on the board and discusses the meanings of the vocabulary word. Sts state and explain what clues they used to help them infer the meaning.

T: Good job class. Now that we have read the text and learned new vocabulary, we will verify our predictions. Lets take a look at our second learning strategy. This learning strategy will be helpful in showing us how well we completing our learning task. Presentation 3 T introduces the learning strategy Verifying Predictions by asking the following question: o When you have completed a language task, what do you do to know that you have been successful? Explain. o How can verifying prediction help you know that you understood a reading? Explain. Sts discuss these questions as a WC while T elicits answers related to actions, metal processes, tools, or activities that students do to verify successful learning. The Verifying Predictions Strategy Sheet (Annex 9) is handed out and students answer the following questions in a WC discussion: - Have you ever used the learning strategy Verifying Predictions?

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- How can verifying Predictions help you know that you comprehended a text? Students read the strategy sheet individually. A student is called on to rephrase the explanation of the strategy in their own words in English. Sts take out the Venn Diagram from the beginning of the sequence related to the specific aspects of men and women. Sts look over the predictions that had previously written about the text. Teacher models an example of verifying predictions with the Verifying Predictions Model Sheet (Annex 11) about the characteristic of problem solving regarding men and women by thinking aloud about the topic and verifying predictions about what was found in the reading.

T: Now that we have finished reading, lets verify our predictions. I predicted that men and women are different in that men do not plan to solve problems and women do. I see that the text states that men like to dominate solving problems. So my prediction was incorrect. The text states that women like to focus on how the problem is solved. This relates to planning and thinking about the problem. So, I think my prediction is correct. Related to the similarities of men and women with regards to problem solving, the text states that men and women can solve problems equally well. I predicted that both men and women work hard to solve problems. This means my prediction was incorrect. This strategy has helped me understand the reading because I know that my predictions are either correct or incorrect. T clarifies any doubts or questions about the Verifying Predictions strategy.

T: Now, lets practice the learning strategy Verifying Predictions to see if we comprehended the reading and achieved the lesson objectives. Practice 3 Sts are to get groups of three and take out the Venn Diagram with the predictions about one of the four characteristics they were assigned: thinking, memory, sensitivity, information processing. In groups, sts write down and discuss the information stated in the text and whether the predictions were correct or incorrect. WC checks answers as sts state the initial prediction, the information about that prediction from the text, and whether the prediction was correct or incorrect.

Evaluation To review and check the learning objectives, students are to do a three minute Quick Write about the following questions: o What are similarities and differences between men and women identified in the lesson sequence with regards to thinking, memory, sensitivity, and information processing? o Do you agree with these similarities and differences? Explain. Answers are shared with the class to check that the content and language objectives have been met. To evaluate learning strategy objectives, sts carry out a whole class discussion about the following questions. Sts can use L1 if need be. o Did prediction and verifying predictions help you prepare for and check understanding of a reading text? Explain. o Did the learning strategy inferencing help you guess the meaning of new words in a text? o Do you think you can use these strategies in the future? Explain. Expansion

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For homework, sts are to independently apply the Prediction learning strategy. Students watch the Differences between Men and Women Video #2 (Annex 13) and complete the Video Activity Sheet (Annex 12). At the beginning of the next class sequence, sts will then compare their answers in order to verify their predictions. T asks which strategies were reviewed in the activity. (Expected response: Predicting, Verifying Predictions).

Material Men and Women Differences Video Annex 1 Men and Women the Differences Video (Annex 1) (Blackboard or https://www.youtube.com/watch?v=6zQP4NjYZnY )

Men and Women T-Chart Sheet Annex 2 Instructions: Complete the chart according to men and women stereotypes.

Men and Women T - Chart Sheet

Mens stereotypes Men are always punctual

Womens stereotypes Women are always late

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Objectives Presentation Sheet Annex 3 Content Objective 1. SW identify and state the similarities and differences between men and women with regards to thinking, memory, sensitivity, and information processing. Language Objective 2. SWBAT read an article for specific information about differences between men and women. Strategy Objectives 3. SWBAT use prediction and verifying predictions to prepare for and check understanding of a reading text. 4. SWBAT use inferencing to guess the meaning of new words in a text.

Prediction Strategy Sheet Annex 4

PREDICTION (WHAT DO I THINK WILL HAPPEN?) Definition: Predicting involves thinking of the kinds of words, phrases, and information that you can expect to encounter based on your background knowledge and/or on information you encounter during the task. For example, if you want to buy a concert ticket, think about what you will need to say to the cashier. For example, you will want to know how to ask about dates, times, and prices in the target language. Why: Anticipating information gives you direction for doing the task because you will be attuned to certain types of information. When: Use this strategy when you have knowledge about the topic; when new information is presented that allows you to refine or modify previous predictions or make new predictions.
Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

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Prediction Model Sheet Annex 5

PROBLEM SOLVING

Men

Both

Women

Solve problems without planning

Work hard to solve their problems

Plan out how they will solve their problems.

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Venn Diagrams: Sensitivity, Information Processing Annex 6

SENSITIVITY

INFORMATION PROCESSING

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Reading: Understanding the Differences Between Men and Women Annex 7 Understanding the Difference Between Men And Women For centuries, the differences between men and women were socially defined and distorted because of the idea that men were superior to women. The vision of equality between the sexes has diminished the possibilities for discovery of what really exists within a man and within a woman. The world is less interesting when everything is same. It is my position that men and women are equal (similar) but different. When I say equal, I mean that men and women have a right to equal opportunity and protection but this does not negate my observation that men and women are as different psychologically as they are physically. None of us would argue the fact that men and women are physically different. The physical differences, such as weight, shape size and anatomy, are obvious. Men usually have more upper body strength, build muscle easily and feel pain less easily. Men are essentially built for physical confrontation and the use of force. Women on the other hand have four times (4x) as many brain cells (neurons) connecting the right and left side of their brain. Women can focus on more than one problem at one time and frequently prefer to solve problems through multiple activities at a time. The following illustrates some important differences between men and women. These differences are not absolute. They describe how men and women are in most situations most of the time. Problems Men and women confront problems with similar goals but with different considerations. While men and women can solve problems equally well, their focus and their process are very different. For most women, discussing a problem presents an opportunity to explore or strengthen the relationship with the person they are talking with. Women are usually more concerned about how problems are solved than merely solving the problem. For women, solving a problem can impact if they feel closer or if they feel distant and less connected. Most men do not feel the same as women when solving a problem. Men confront problems in a very different way than women. For most men, solving a problem presents an opportunity to demonstrate their competence, their strength of resolve, and their commitment to a relationship. How the problem is solved is not as important as solving it effectively and in the best possible way. Men have a tendency to dominate and to assume authority in a problem solving process. They are often distracted and do not take into consideration the quality of the relationship while solving problems. Thinking Women have the tendency to be intuitive global thinkers. They consider multiple sources of information and will look for the interconnectedness of elements. Women come to understand and consider problems at the same time, but they may have difficulty separating their personal experience from problems. Men tend to face one problem at a time or a limited number of problems at a time. They have an ability to separate themselves from problems and minimize the complexity that may exist. A male may work through a problem repeatedly, talking about the same thing over and over, rather than attempting to solve the problem at the same time.

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While there are differences in the ways that men and women think, it must be emphasized that they can and do solve problems in a similar manner. There are no absolutes, only tendencies. Memory Women have an ability to recall (remember) memories that have strong emotional components. They can also recall events or experiences that have similar emotions in common. Men tend to recall events using strategies for reconstructing the experience in terms of elements, tasks or activities that took place. Experiences that are associated with competition or physical activities are more easily recalled. Women tend to remember or be reminded of different "emotional memories" and content as part of their menstrual cycle. Sensitivity There is evidence to suggest that much of the sensitivity that exists within men and women has a physiological basis. In many cases, women have a notable physical alarm response to danger or threat. Their autonomic and sympathetic systems have a greater reactivity than men. In both men and women, higher levels of testosterone directly affect the aggressive response and behavior centers of the brain. At the heart of sensitivity is our capacity to form, appreciate and maintain relationships that are positive. Even here there are important differences. For men, what demonstrates a solid relationship is very different from that of many women. Men feel validated through shared activities, such as sports, competition, outdoor activities or activities that are active and physical. Women feel closer and validated through communication, dialogue and intimate sharing of experience, emotional content and personal perspectives. Processing Information What is very interesting about the differences between men and women is their access to right brain. Women are more connected to their right brain because they have more connective tissue. Men can access their right brain but they have to "listen" for the messages it gives them. It is easy for most men to ignore what the right brain has to offer. The right brain is focused on information and tries to understand qualities of voice such as tone and volume, and also "makes sense" of facial expressions, gestures, body language and feelings. In a sense, our right brain is our emotional radar. It picks up on (receives) information that is felt, perceived, heard or seen. This is one reason why women are so much more aware of how children and adults are feeling. Like most things, there are advantages and disadvantages. Women seem to know "more" than most men but they can't explain why. In a way, men can ignore what's going on but they can get more done because they experience problems more simplistically and in a way that permits them to take action. This does not mean men see things more accurately or that they do the right thing.

Inferencing Strategy Sheet Annex 8

INFERENCE (Can I guess what this might mean?) DEFINITION: Inferencing involves guessing the meaning of unfamiliar language based on what you know, the content, the language, and other contextual clues (for example, nonverbal cues and pictures). EXAMPLE: You are reading a dialogue about school, and you repeatedly see the wo rd meaning to study, which is not familiar to you. Based on your knowledge of the language, you figure out that this word is probably a verb. Many of the words in close proximity to the unknown word are cognates such as mathematics, literature, biology, and music. Based on the information, you make a guess that the word must mean to study.

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WHY: Often, the information you need to solve problems is already available if you just look at other parts of the task and at your own resources. Drawing inferences can help you quickly solve problems yourself without having to go to another person or to reference materials. WHEN: When something doesnt make sense to you; when necessary context is available.
Inferencing Vocabulary Sheet Annex 9 Instructions: Please find the sentence where each word appears and underline it. Then think and note down a synonym for that vocabulary word. Then write a sentence using the synonym. How did you find the meaning of the word? Language? Context? Visuals?

Word

Synonym or definition

Sentence

centuries

Hundreds of years

People have eaten meat for hundreds of years.

discovery

none

fact

weight

pain

face (verb)

strengthen

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Verifying Predictions Strategy Sheet Annex 10

VERIFYING PREDICTIONS AND GUESSES (Were my predictions and guesses right? Why or why not? DEFINITION: This strategy involves checking whether your predictions and expectations were met while you carried out the task. EXAMPLE: If you predicted that you might hear words for temperature, precipitation, sunny or cold in a weather report, think about which of these words you actually heard. WHY: Evaluating the appropriateness of your predictions and expectations helps you decide ho w well youve related your background knowledge to new information. It also reinforces your understanding of the information. WHEN: After getting new information about a prediction of after completing the task.
Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

Verifying Predictions Model Sheet Annex 11 PROBLEM SOLVING

Men

Both

Women

Dominate when solving problems. My prediction was incorrect.

Solve problems equally well. My prediction was incorrect.

Discuss problems and focus on how the problem should be solved. My prediction was correct.

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Video Activity Sheet Annex 12 Friends Video: Differences between Men and Women (Blackboard or https://www.youtube.com/watch?v=KDSe5Y1ZI6I ) Before You Watch Apply the prediction learning strategy by predicting Rachael and Ross reaction the first time they kiss. Using prior knowledge about what you know about how men and women react to kissing and romance, answer the following questions: o How do you think Rachael reacted the first time she kissed Ross? o How do you think Ross reacted the first time he kissed Rachael? While You Watch Watch the video and match the dialogue to one of the following people: 1. 2. 3. 4. 5. Phoebe Monica Rachel Ross Joey

____ Ross kissed me. ____ Noooooooooooooooooooooooooo! ____ Oh my God! Oh my God! Oh my God! ____ It was unbelievable! ____ OK, we want to hear everything! Monica, get the wine and unplug the phone. Rachel, does this end well or do we need tissues? ____ It ends veeeeeeeeeeeeeeery well. ____ Do not start without me! Do not start without me! ____ Lets hear about the kiss. Was it like a soft brush against your lips or I gotta have you now kinda thing? ____ At first it was really intense, you know, but then we just sorta sunk into it. ____ Was he holding you or were his hands on your back? ____ Actually, at first they were on my waist and then they slid up and they were in my hair. ____ Ohhhhhhhhhhhhhhhhhhhhhhhhhhh. ____ And then I kissed her. ____ Tongue? ____ Yeah. ____ Cool.

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After You Watch Write an answer to the following questions: 1. Why do the girls in Friends react differently to the guys in Friends to the kiss? 2. Were your predictions correct about the video? Explain. 3. Predict how men and women react to the following situations for use in the next lesson?

Sports

Shopping

Dating

Lying

Video Link Annex 13

(Blackboard or https://www.youtube.com/watch?v=KDSe5Y1ZI6I )

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Sequence 5 ACTFL Standards 1.1 Students engage in conversation, provide and obtain information, express feelings and emotion, and exchange opinions. 1.2 Students understand and interpret written and spoken language on a variety of topics. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Content Objectives 1. SWBAT discuss their dating partner expectations in order to compare and contrast their personal preferences. 2. SW identify and state changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present. 3. SW explain how these gender role changes have impacted family dynamics in the contemporary Mexican family. Language Objectives 4. SWBAT read to identify changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present. 5. SWBAT explain how changes in mens and womens roles have impacted past and present day family dynamics. Strategy Objectives 6. SWBAT apply the planning strategy elaboration of prior knowledge in order to anticipate information and ideas that they will find in the text. 7. SWBAT apply the monitoring strategy selective attention in to order to focus on key words and phrases Evaluation 1. SW label where they identified changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present in the Anticipation Guide. This evidence of the objective will be shared with the class. 2. SW orally explain how these gender role changes have impacted family dynamics in the contemporary Mexican family in a group discussion using information for the reading text. 3. SW label where they identified changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present in the Anticipation Guide. This evidence of the objective will be shared with the class. 4. SW orally explain how these gender role changes have impacted family dynamics in the contemporary Mexican family in a group discussion using information for the reading text. 5. SW share opinions about the effectiveness of applying the elaboration of prior knowledge strategy. 6. SW share opinions about the effectiveness of applying the selective attention strategy. Key Vocabulary marriage toward Material Successful Relationships Activity Sheet (Annex 1) fortuneteller couple until task worse challenge according to faith increase whose within

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Attention Grabber Photos (Annex2) Objectives Presentation Sheet (Annex 3) Elaboration of Prior Knowledge Strategy Sheet (Annex 4) Selective Attention Strategy Sheet (Annex 5) Reading: History of the Mexican Family Reading (Annex 6) Model & Student Anticipation Guide (Annex 7) Lesson Sequence Preparation The Video Activity Sheet (Annex 12) is taken out by sts and reviewed with the whole class. Sts watch the Differences between Men and Women Video (Annex 13) while following along with the completed Video Activity Sheet (Annex 12). Volunteers are called on to share their answers with the rest of the class. In pairs, sts will discuss the following questions: What are some examples of common relationship problems nowadays? How mens and womens differences influence a relationship? Do you think that relationships nowadays have the same problems as relationships in the past?

As a whole class sts shared their ideas.

Lets move on to the next activity. Now lets try to decide how our perfect partner will be.

Sts take out their copies of the Successful Relationships Activity Sheet (Annex 1). Sts review the directions and complete it individually. Sts are broken up in boy girl groups and to compare answers. WC discusses rankings and relationship expectations.

T: Class, you have chosen the characteristics for your ideal partner, now lets discuss in teams the following questions:

In small teams, sts discuss the following questions.

What are some things you would not tolerate from your partner? Do you think you can live with a person for the rest of your life? Do you want to get married? Would you like to have a family?

As a whole class, sts share their answers. T elicits questions related to the last question in order to relate it to the attention grabber pictures. The Attention Grabber Photos (Annex 2) are displayed to the class. These photos are of Mexican families in the past and present. Sts complete a Quick Write for 3 minutes answering the following questions: - How many children did families have in the past? - How many children do families have now? - How did families live in the past? - How do families live now? - Why do think there have been changes in Mexican families in the past and the present? Explain.

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Sts share answers with the whole class. T promotes the elaboration of answers to encourage the elaboration of discourse in the discussion. T projects the Objectives Presentation Sheet (Annex 3) of the content, language, and strategy objectives to the class and asks students to read them aloud. Sts answer the following questions as a WC: Read the objectives. Please describe in your own words the content, language, and strategy objectives. How do the content and language objectives relate to the Attention Grabber Photos? T clarifies any doubts students may have about the objectives.

T: Ok class. Now that we have understood the objectives of the lesson sequence, lets take a look at our first learning strategy. This learning strategy will be helpful in the reading activity that we will do during the lesson sequence. Presentation A st is asked talk about how using background knowledge helps with learning. - Have you ever used the learning strategy elaboration of prior knowledge? - How can using prior knowledge help you comprehend a text when you read? The Elaboration of Prior Knowledge Strategy Sheet (Annex 4) is handed out and a st reads the strategy sheet aloud in English depending on the affective state of the student regarding reading aloud in English. Another st is asked to rephrase the explanation of the strategy in their own words in English depending on the affective state of the student regarding explaining the strategy aloud in English. T clarifies any doubts or questions about the description of the elaboration of prior knowledge strategy on the strategy sheet. T models an example of the elaboration of prior knowledge strategy with the Model Anticipation Guide (Annex 7) using the first paragraph from the History of the Mexican Family Reading (Annex 6) and thinking aloud about the sentence in the middle column and explaining the how to ideas from the reading relate to these sentences:

T: I am going to demonstrate the elaboration of prior knowledge strategy you are going to practice in groups. I am going to think aloud so you can hear what I am thinking as well as see what I am writing. I am going to think about the ideas in the left column of the Anticipation Guide. I am thinking about if these ideas are true in my opinion by using my background knowledge. For the first sentence, lets seeAll Aztec families were polygamous. Well, I know that the Aztec religion believed in many gods and the people were polytheistic. Therefore, I think that they were polygamous too. I will put a check mark with agree. Adapted from Chamot et at. (1999). T clarifies any doubts or questions about using the elaboration of prior knowledge strategy with the Anticipation Guide. A st is asked talk about how selectively attending to a text helps with comprehending a text. Sts take out their Selective Attention Strategy Sheet (Annex 5).

- Have you ever used selective attention strategy? - How can selective attention help you comprehend a text when you read? The Selective Attention Strategy Sheet (Annex 5) is handed out and a st reads the strategy sheet aloud. Another st is asked to rephrase the explanation of the strategy in their own words. T models an example of the selective attention strategy with the Model Anticipation Guide (Annex 7) using the first paragraph from the History of the Mexican Family Reading (Annex 6) and thinking aloud about the key words and phrase that give meaning to the statements:

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T: I am going to demonstrate the selective attention strategy you are going to practice in groups. I am going to think aloud so you can hear what I am thinking as well as see what I am writing. I am going to think about the sentence in the middle column of the Anticipation Guide. In order to find out if the information in the text agrees or disagrees with my personal opinions, I need to read for key ideas in the text. I am going to read the first paragraph from the text. (T reads paragraph.) Ok, so I found two key towards in the first paragraph: monogamous and polygamy. By focusing on these keys words, I am able to understand a main idea of the text. My background knowledge does not agree with the text. I thought that all Aztecs were polygamous. However, the text states that only the noble. I will put a check mark with disagree and write the sentence from the text that relates to the sentence in the middle column. Adapted from Chamot et at. (1999). T clarifies any doubts or questions about the Selective Attention strategy.

T: Now, lets practice the learning strategies elaboration of prior knowledge and selective attention by completing the Anticipation Guide to see if we can comprehend the reading and achieve the lesson objectives. Practice The Anticipation Guide (Annex 7) is distributed to sts. Sts break up into pairs and practice the elaboration of prior knowledge and selective attention learning strategies. Sts read the sentences in the middle column and discuss what they know about the sentences. Sts check agree or disagree whether or not they think the statement agrees or disagrees with their prior knowledge. Then, sts read the History of the Mexican Family Reading (Annex 6) and check if the information in the text truly agrees or disagrees with what they already knew in the right column. St write the sentence from the text that is evidence of whether the text agrees or disagrees with statement in the middle column. The same steps are followed for the remaining sentences until a check mark has been placed in the left and right column for every sentence in the middle column.

T: Ok, good job class. Now lets evaluate the lesson sequence objectives and learning strategy effectiveness. Evaluation Sts share answers from the Anticipation Guide by answering the following question: What changes in Mexican gender roles did you identify in the reading? State them please.

Sts label in the Anticipation Guide (Annex 7)where the content and language objectives have been achieved. Answers are shared with the class. T writes the different changes on the board. In pairs, sts are to choose three changes that are the most important in their opinion. Sts write explanations of how gender role changes have impacted family dynamics in the contemporary Mexican family. Each st pair orally shares the explanation with the class. While listening to each pair share their explanation, other sts pay attention and choose the most convincing explanation with a reason why it is convincing. Once pairs have shared their explanation to the whole class, the most convincing explanation for how gender role changes have impacted family dynamics in the contemporary Mexican family is voted on. The pair that wins receives a round of applause from the rest of the class. Sts get back into pairs at take out the Student KWLH (Annex 5, Sequence 1). They complete the section of the H column that pertains to elaboration of prior knowledge and selective attention learning strategies. WC discusses responses related to the effectiveness of learning strategy application.

T: Good job class. Thats all for the day. See you tomorrow for another day of learning about the changes in gender roles in Mexico.

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Material

Successful Relationships Activity Sheet Annex 1

Successful Relationships
What do you think the most import factors are for choosing a partner and having a successful relationship with your partner? In your group, rank the following factors from 1 to 16. Try to discuss as much as you can in English. My partner . . .

_______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______

is attractive has a lot in common with me has lots of money/wealth has a high level of education is interesting/creative is patient has good communication skills has a sense of humor has a good family background is responsible is open with his/her feelings has a good sense of fashion is outgoing/sociable has a positive outlook in life is open-minded is easygoing

_______ is hard-working 2008 www.bogglesworldesl.com

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Attention Grabber Photos Annex 2 Mexican Family: The Past

Mexican Family: The Present

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Objectives Presentation Sheet Annex 3 Content Objectives 1. SWBAT discuss their dating partner expectations in order to compare and contrast their personal preferences. 2. SW identify and state changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present. 3. SW explain how these gender role changes have impacted family dynamics in the contemporary Mexican family. Language Objectives 4. SWBAT read to identify changes in Mexican gender roles in men's and women's roles from pre Columbian times to the present. 5. SWBAT explain how changes in mens and womens roles have impacted past and present day family dynamics. Strategy Objectives 6. SWBAT apply the planning strategy elaboration of prior knowledge in order to anticipate information and ideas that they will find in the text. 7. SWBAT apply the monitoring strategy selective attention in to order to focus on key words and phrases

Elaboration of Prior Knowledge Strategy Sheet Annex4

Activate Background Knowledge (What do I already know about this?) Definition: Activating background knowledge helps bring to mind information that you know about the topic, the world, and the language to help you do the task. Example: If you are asked to read a fairy tale in the target language, think about what you know about typical characters, settings, and plots used in fairy tales. Why? : Thinking about what you already know helps you get ready for the task by familiarizing yourself with it. By having in mind what you already know, youll find it e asier to understand and learn new information by relating it to your background knowledge. When?: Whenever you know what the topic is and you have adequate knowledge of the topic or of related information; whenever new information comes up in the task.
Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

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Selective Attention Strategy Sheet Annex 5

Selectively Attend (What parts should I pay most attention to? Is this information important?) Definition: Selective attention involves choosing to focus on specific aspects of language or situational details that will help you perform the task. Example: If you have to read a train schedule to get your destination, you might choose to focus on finding departure times and platform numbers. Why? : Deciding to focus on specific information makes it easier to identify the critical information for your goal because you can give it full concentration and ignore distractions. You can also choose to focus on information you know to help you understand and communicate better. Focusing on information you dont know can help you pinpoint problems and expand your learning. When? : Useful for a variety of tasks, especially if your goal requires you to understand or give specific information.
Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

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Reading: History of the Mexican Family Annex 6 Mexico - History of The Mexican Family The pre Hispanic families in Mexico were Aztec. Aztec families were typically monogamous, except in the noble class, where polygamy was permitted. Marriage for the Aztecs was considered a family situation. Individuals did not have any to say in the selection process, and the parents would normally consult a fortuneteller, who predicted the future of the marriage. Normally, a pair of older women, called cihuatlanque, would negotiate between the families. The tradition included the meeting with the girl's family to assess the proposal and obtain permission of all the family members. After the conquest, the Spanish imposed monogamy. By the middle of the eighteenth century, one-fourth of the population was mestizo (children of one Spanish and one indigenous parent). Marriage and family life were governed by the Catholic Church, which permitted individuals to select their spouses, but obligated that the couple live together until death. According to the Christian faith, marriage sanctified the family, whose principal objective was to have children and care for them both morally and economically. Within the family, the father had the divine right and obligation to guide his children toward Catholicism. The mother helped with this task by inculcating the values of love, honesty, and loyalty to the family. Children were expected to honor, love, obey, and respect their parents. After five centuries of Spanish colonization, the Mexican contemporary family emerged with a distinct culturally hybrid character, which appeared to incorporate the institutionalization of the Judeo-Christian influence. However, this institution faces a conflict between the feelings of indigenous peoples (represented by the traditional feminine subculture), and Spanish expectations and norms (reflected in the masculine machista orientation). Marriage is so popular that by the time Mexicans are fifty years old, more than 95 percent of them have been married at least once. The union of these couples is increasingly sanctioned by both church and state (80.5%). Some couples cohabitate without marrying. In the first part of the twenty-first century, the average age for marriage was twenty-three for females and twenty-six for males. Until the 1980s, men used to marry women who liked to stay home and were feminine, hard working, honest, and simple; but now, attributes like submissiveness have declined in popularity. At the same time, there is a growing tendency to look for women who are faithful, understanding, responsible, and intelligent. On the other hand, females are still looking for hard working, faithful, good, understanding, and intelligent men. The profound changes in the attributes that males and females look for in a husband or wife have had a major impact on the family life. Mexicans are marrying older, are starting to ignore religious marriage in favor of legal or free unions, and perceive and interpret relationships in a more equal form. In essence, there is a movement away from some of the traditions and rituals towards more individually based unions. In this world of transition, the families' everyday lives, dynamics, functioning, and organizations have been profoundly altered, creating new forms of conflict and crisis. Families increasingly see the lack of communication, financial difficulties, absence of respect for elders and parents, addictions, lack of closeness, and problems with the upbringing of children and domestic responsibilities as very serious problems. Changes of modern life have altered some families for the worse. Physical violence, emotional and sexual abuse have become more common in the home. Most agencies and investigators postulate that these problems are the product of a challenged machismo, the increase in power fights within the family, and disputes related to women's busy work and home lives. In one in four homes in the Mexico City region, both husband and wife are employed. Unfortunately, males have not started to contribute to family obligations and taking care of children as fast as women have moved into the work force, putting a special pressure on women. This pressure has had a negative effect on women's physical and mental health, as well as on the organization, solidarity, and functioning of the family.

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Model & Student Anticipation Guide Annex 7 ANTICIPATION GUIDE Directions: Read each statement. If you believe that a statement is true, place a X in the Agree column. If you believe the statement is false, place an X in the Disagree column. Be ready to explain your choices. Response Before Reading Agree X Disagree Statement from Text Response After Reading Agree Disagree X Aztec families were typically monogamous, except in the noble class, where polygamy was permitted.

All Aztec polygamous.

families

were

Families negotiated the marriage of their children.

The Catholic Church sanctified the family.

The institution of family faces a conflict.

Modern life has altered the family for the better.

Men are contributing obligations.

to

family

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Sequence 6 ACTFL Standards 1.1 Students engage in conversation, provide and obtain information, express feelings and emotion, and exchange opinions. 1.2 Students understand and interpret written and spoken language on a variety of topics. Content Objective 1. SW analize and judge information about the dating process and marriage plans in Mexico through history. Language Objectives 2. SWBAT compare past and present day dating process and marriage plans. Strategy Objective 3. SWBAT apply the planning strategy inferencing in order to guess the meaning of words in a text.

Evaluation 1. SW orally state what makes relationships work or not and the reasons why relationships end. 2. SW summarize and judge about past and present dating preferences after completing the recite and review columns of the SQ3R and also by completing the Dating Process and Marriage Plans Analysis Sheet. 3. SW reach conclusions on the dating process and marriage plans based on the information stated in the Dating Process and Marriage Plans Analysis Sheet. 4. SW share opinions about the effectiveness of applying the Activation of Prior Knowledge strategy. 5. SW complete a Minute-Paper in order to elicit data about students comprehension of the sequence. Key Vocabulary however at least once increasingly without average on the other hand elders upbringing lack of closeness used to hardworking faithful

Material Attention Grabber Cartoons (Annex 1) Objectives Presentation Sheet (Annex 2) Guess the Meaning Activity Sheet (Annex 3) Reading: History of the Mexican Family (Annex 4) Reading: Changing Families (Annex 5) Completed SQ3R Sheet (based on the reading Changing Families) (Annex 6) Blank SQ3R (Annex 7) Dating Process and Marriage Plans Analysis Worksheet (Annex 8)

Lesson Sequence Preparation

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T projects two cartoons as an Attention Grabber (Annex 1) and elicits ideas from the class. Sts discuss the following questions in pairs: What do you look for in a boyfriend or girlfriend? At what age did your parents get married? At what age do you plan on getting married?

Sts mention if they have managed to find that "perfect" person and if such a person exists. WC discusses. Sts read the objectives shown by the T and explain them in their own words. Objectives Presentation Sheet (Annex 2).

T: Now well review the Activation of Prior Knowledge Strategy that is going to help us for the next activity. Presentation 1

T distributes the Guess the Meaning Worksheet (Annex 3) containing the key vocabulary. T projects the worksheet and sts look at the first word. T does a think aloud about the first word:

T: In the first box I see the word and. What do I think that and means? I think that it means more so that is what I write down in My Meaning. OK, now I am going to read this sentence: Individuals did not have any to say in the selection process, and the parents would normally consult a fortuneteller who predicted the future of the marriage. So what does and mean in this sentence? I think it means extra or add. I am going to write this down in Context Meaning. OK, student what do you think and means? Student responds add and I write this down in Classmates Meaning box.

T then looks for the word in the text and asks sts what strategy will help them understand the meaning of the word (Expected answer: inference). Sts are asked for their guesses about the meaning of the other words.

T: Now lets complete the activity sheet and compare the answers. Practice 2

T asks sts to work in pairs to complete the activity sheet. Pairs are asked to join another pair group and compare answers and complete the last column Classmates Meaning. Whole class reviews answers and T writes any extra vocabulary from groups on the board. Sts log additional words on their worksheets.

T: A good instrument to help you improve your understanding of the content knowledge and literacy skills is the SQ3R (Annex 7). Let me show it to you. Presentation 2

T displays a SQ3R template and shows how to use it by explaining that students are to establish a reading goal, pay attention to main ideas and supporting information of those ideas, and models how to fill in the information in this graphic organizer with the reading Changing Families (Annex 5).

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T: Ok class, now you are going to use a SQ3R graphic organizer, which will help you improve your reading comprehension. This graphic organizer consists of five steps as follows.

First Step: (Survey column) Explore the text before reading. o Think about the title o Glance over the headings and/or skim the first sentences of paragraph. o Look at illustrations and graphic aids. o Read the first paragraph. o Read the last paragraph or summary. Second Step: (Question Column) Turn ideas into questions.
o o

Turn the title into a question. (This becomes the major purpose for reading.) Write down any questions that come to mind during the survey.

T: Now, lets practice the use the SQ3R (Annex 6). The title of the text is Changing Families (Annex 5). In the SURVEY column I am going to note down information related with the title, pictures and graphics. So the text is about changes in families in Africa, Japan and the Americas. The text also mentions an extended family and a nuclear family, so I am going to note down that too. In the QUESTION column Ill write down what I want to know about the topic. First, I want to know How families are changing? I also want to know What is the difference between a nuclear family and an extended family?I also see the word divorces so I want to know Why are there divorces? . S (Survey)
Changes in families in Africa, Japan and the Americas. Extended family and nuclear family. The percent of divorces in different countries.

Q (Question) How are families changing? What is the difference between a nuclear family and an extended family? Why are families getting smaller? Why are there divorces?

R (Read)

R (Recite)

R (Review)

T: Ok, Now please have a look at the reading The History of Mexican Family. You are going to work with a partner and complete the SURVEY and QUESTION columns about this reading. Note down 3 sentences in the S column and 3 questions in the Q column. Practice 2 Sts work with a partner and fill in the SURVEY and QUESTION columns. T walks around and monitors their progress and clears up any questions.

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Pairs share their ideas and questions with whole class; T notes them on the board and keeps them for later use.

Presentation 3 Now, T continues presenting and modeling the SQ3R (Annex 6) graphic organizer. T asks Sts to go back to the text Changing Families and focuses on the third step to use the SQ3R (Annex 7).

Third Step: (Read column) Read to search for answers to questions. o Respond to questions and use context clues for unfamiliar words.

T: Now we are going to work on the READ column, I am going to read the text and look for the information I need to answer my questions. First, I wanted to know How families are changing? The text says that families are getting smaller and that there are more nuclear families than traditional families. I am going to write that information down in the READ column. I also wanted to know What is the difference between a nuclear family and an extended family? The text says that an extended family includes grandparents, aunts, uncles, cousins, children and grandchildren and that a nuclear family is parents and their children. I am going to note that down in the READ column. I also saw the word divorces so I wanted to know Why are there divorces? The text does not mention the causes but it does say that the number of divorces is going up and I am going to note that down. S (Survey)
Changes in families in Africa, Japan and the Americas. Extended family and nuclear family. The percent of divorces in different countries.

Q (Question) How are families changing? What is the difference between a nuclear family and an extended family? Why are families getting smaller? Why are there divorces?

R (Read)
Families are getting smaller and now there are more nuclear families than traditional families. Extended families include grandparents, aunts, uncles, cousins, children and grandchildren. On the other hand, nuclear families only include the parents and their children.

R (Recite)

R (Review)

Currently, the number of divorces is going up.

T: With your partner you are going to do the same. Read the text and answer your questions in the READ column. If you cannot find the information in the text, try to infer the answer based on what we have talked about in class. Who can tell me what infer means? Students recall and share ideas. Perfect. So start working on READ. Practice 3 Pair groups work together on the reading The History of the Mexican Family (Annex 4) answering their questions. T walks around and monitors and clears up any doubts. Pairs share their answers with the whole class and T notes them on the board next to the questions noted on the board in the previous practice phase.

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Presentation 4 Now, T focuses on the fourth and fifth steps of the SQ3R graphic organizer. So T asks Sts to go back to the text Changing Families (Annex 5).

Fourth Step: (Recite column) Look away from answers and the book to recall what was read. o Recall their questions and recite the answers from memory. o Reread the text to verify answers and to check for unanswered question Fifth step: (Review column) Review answers of all major purpose questions. o Look over answers and all parts of the reading to organize and summarize the information.

T: Now, we are going to work on the RECITE column. I am going to paraphrase from memory both my questions and their answers, of course without neither looking at my answers nor the text. So Ill say that: My questions were about families changing, differences between nuclear families and extended families, and also why divorces were going up. My answers were something like this: Families are becoming smaller; therefore extended families are disappearing, so currently we only have nuclear families and divorces are going up. In the REVIEW column the information is reviewed, organized and summarized. S (Survey)
Changes in families in Africa, Japan and the Americas. Extended family and nuclear family. The percent of divorces in different countries.

Q (Question) How are families changing? What is the difference between a nuclear family and an extended family? Why are families getting smaller? Why are there divorces?

R (Read)
Families are getting smaller and now there are more nuclear families than traditional families. Extended families include grandparents, aunts, uncles, cousins, children and grandchildren. On the other hand, nuclear families only include the parents and their children.

R (Recite)
(The following text is recited from memory) Families are becoming smaller; therefore extended families are disappearing, so currently we only have nuclear families and the number of divorces is going up.

R (Review)
Now families are smaller in all parts of the world. Extended families are disappearing and replaced by nuclear families. Divorces are going up.

Currently, the number of divorces is going up.

T: OK class, with your partners work on the text The History of the Mexican Family (Annex 6) and complete the RECITE and REVIEW columns. Practice 4

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Pair groups work together on the reading The History of the Mexican Family (Annex 4) completing the RECITE and REVIEW columns. T walks around and monitors and clears up any doubts. Pairs share their answers with the whole class and T notes them on the board next to the previous practice phase.

T: Now lets review how this activity went. Please pay attention to my instructions. Evaluation

Whole class discusses in order to activate previous knowledge and recycle terms and information covered in the sequence so that students can express a point of view about successful men and women relationships. Whole class revises the information stated in the fourth and fifth column of the SQ3R template to evaluate their comprehension on the reading.
o o o o o o

Sts in pairs look away from the answers and the text to recall what was read. Sts recite answers to questions aloud or in writing. Sts reread text for unanswered questions. Sts answer the major purpose questions. Sts look over answers and all parts of the text to organize information. T refers back to a question presented at the beginning of the lesson sequence:

T: Why do people prefer to live in common law relationships (free unions) than get married? Please go to the highlighted sentence in the text that directly refers to this question. (This is a clear example of how sts are analyzing and judging their personal preferences and information found in the reading.)

Sts orally revise the conclusions on the dating process and marriage plans through history. WC discusses responses related to the effectiveness of the learning strategy Activation of Prior Knowledge. Sts also express how this strategy can be used in other subjects. T reviews objectives with whole class and asks activities pair groups to note each content, language and strategy objective and give an example of how they were reached. (This Classroom Assessment Technique is known as the Minute Paper.)

T: Before we finish our class, lets answer these questions to check how well you understood the content of the class. Expansion For homework, sts are asked to answer the following question How are the changing family roles affecting the divorce rate in Mexico?

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Material Attention Grabber Cartoons Annex 1

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Objectives Presentation Sheet Annex 2

Content Objective 1. SW analize and judge information about the dating process and marriage plans in Mexico through history. Language Objectives 2. SWBAT compare past and present day dating process and marriage plans. Strategy Objective 3. SWBAT apply the planning strategy inferencing in order to guess the meaning of words in a text.

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Guess the Meaning Activity Sheet Annex 3

Guess the Meaning

Word and My Guess more Context Meaning extra, add Classmates Meaning
add

however

at least once

increasingly

without

average

used to

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Guess the Meaning

Word hardworking My Guess Context Meaning Classmates Meaning

faithful

on the other hand

elders

lack of closeness

upbringing

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Reading History of the Mexican Family Annex 4

Mexico - History of The Mexican Family The pre-Hispanic families in Mexico were Aztec. Aztec families were typically monogamous, except in the noble class, where polygamy was permitted. Marriage for the Aztecs was considered a family situation. Individuals did not have any to say in the selection process, and the parents would normally consult a fortuneteller, who predicted the future of the marriage. Normally, a pair of older women, called cihuatlanque, would negotiate between the families. The tradition included the meeting with the girl's family to assess the proposal and obtain permission of all the family members. After the conquest, the Spanish imposed monogamy. By the middle of the eighteenth century, one-fourth of the population was mestizo (children of one Spanish and one indigenous parent). Marriage and family life were governed by the Catholic Church, which permitted individuals to select their spouses, but obligated that the couple live together until death. According to the Christian faith, marriage sanctified the family, whose principal objective was to have children and care for them both morally and economically. Within the family, the father had the divine right and obligation to guide his children toward Catholicism. The mother helped with this task by inculcating the values of love, honesty, and loyalty to the family. Children were expected to honor, love, obey, and respect their parents (Gonzlez Gamio 1997). After five centuries of Spanish colonization, the Mexican contemporary family emerged with a distinct culturally hybrid character, which appeared to incorporate the institutionalization of the Judeo Christian influence. However, this institution faces a conflict between the feelings of indigenous peoples (represented by the traditional feminine subculture), and Spanish expectations and norms (reflected in the masculine machista orientation). Marriage is so popular that by the time Mexicans are fifty years old, more than 95 percent of them have been married at least once (Salles and Tuirn 1997). The union of these couples is increasingly sanctioned by both church and state (80.5%). Some couples cohabitate without marrying (INEGI 2000). In the first part of the twenty-first century, the average age for marriage was twenty-three for females and twenty-six for males (INEGI 2000). Until the 1980s, men used to marry women who liked to stay home and were feminine, hard working, honest, and simple; but now, attributes like submissiveness have declined in popularity. At the same time, there is a growing tendency to look for women who are faithful, understanding, responsible, and intelligent. On the other hand, females are still looking for hard-working, faithful, good, understanding, and intelligent men (Consejo Nacional de Poblacin 1995). The profound changes in the attributes that males and females look for in a husband or wife have had a major impact on the family life. Mexicans are marrying older, are starting to ignore religious marriage in favor of legal or free unions, and perceive and interpret relationships in a more equal form. In essence, there is a movement away from some of the traditions and rituals towards more individually based unions. In this world of transition, the families' everyday lives, dynamics, functioning, and organizations have been profoundly altered, creating new forms of conflict and crisis. Families increasingly see the lack of communication, financial difficulties, absence of respect for elders and parents, addictions, lack of closeness, and problems with the upbringing of children and domestic responsibilities as very serious problems (Espinosa Gmez 2000). Changes of modern life have altered some families for the worse. Physical violence, emotional and sexual abuse have become more common in the home. Most agencies and investigators postulate that these problems are the product of a challenged machismo, the increase in power fights within the family, and disputes related to women's busy work and home lives. In one in four homes in the Mexico City region, both husband and wife are employed (INEGI 1999). Unfortunately, males have not started to contribute to family obligations and taking care of children as fast as women

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have moved into the work force, putting a special pressure on women. This pressure has had a negative effect on women's physical and mental health, as well as on the organization, solidarity, and functioning of the family. Read more: Mexico - The Contemporary Family - gender http://family.jrank.org/pages/1164/Mexico-ContemporaryFamily.html#ixzz0rWihEyKr

Reading Changing Families Annex 5

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Completed SQ3R Sheet (based on the reading Changing Families) Annex 6 S (Survey)
Changes in families in Africa, Japan and the Americas. Extended family and nuclear family. The percent of divorces in different countries.

Q (Question) How are families changing? What is the difference between a nuclear family and an extended family? Why are families getting smaller? Why are there divorces?

R (Read)
Families are getting smaller and now there are more nuclear families than traditional families. Extended families include grandparents, aunts, uncles, cousins, children and grandchildren. On the other hand, nuclear families only include the parents and their children.

R (Recite)
(The following text is recited from memory) Families are becoming smaller; therefore extended families are disappearing, so currently we only have nuclear families and the number of divorces is going up.

R (Review)
Now families are smaller in all parts of the world. Extended families are disappearing and replaced by nuclear families. Divorces are going up.

Currently, the number of divorces is going up.

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Blank SQ3R Sheet Annex 7

Instructions: Complete the following chart according to the information of the text Reading History of the Mexican Family (Annex 6).

SQ3R Name __________________________________________ Group _________ Date__________ S (Survey) Q (Question) R (Read) R (Recite) R (Review)

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Dating Processes and Marriage Plans Analysis Worksheet Annex 8

Instructions: After reading the two articles, complete the following chart with the correct information.
Period Dating process Individuals didnt have any to say in the selection process. A cihuatlanque negotiated the marriage with both families Marriage plans Tradition included meeting with the girls family to assess proposal and obtain permission of all family members. State your opinion

pre-Columbian period

Columbian period

post-Columbian period

current period

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Sequence 7

ACTFL Standards 1.1 Students engage in conversation, provide and obtain information, express feelings and emotion, and exchange opinions. 1.2 Students demonstrate an understanding of the relationship between the practices and perspectives of the studied cultures. Content Objective 1. SW analyze the reasons behind a high rate of divorce in Mexico. Language Objectives 2. SWBAT implement the sentence patterns: o I think that o I believe that o In my opinion, 3. SWBAT compare and discuss how changing gender roles impact the divorce rate in Mexico. Strategy Objective 4. SWBAT apply the planning evaluating strategy summarize in order to obtain the main information to prepare for a task. Evaluation 1. SW orally explain the reasons of a high-divorce rate in Mexico. 2. SW share opinions about the effectiveness of applying the planning strategy prediction. 3. SW create a concept map showing some changes in the perception of masculinity and femininity and its effects in the divorce rate in Mexico.

Material Masculinity and Femininity Concept Map (Annex 1) Objectives Presentation Sheet (Annex 2) Summarize Strategy Sheet (Annex 3) Summarize Strategy Sheet Model (Annex 4) GIST Explanation Sheet (Annex 5) GIST Model Sheet (Annex 6) GIST Worksheet 1st to 5th Paragraph (Annex 7) INEGI Statistics Sheet (Annex 8) Summarize Evaluation Sheet (Annex 9) Expansion Summary Worksheet (Annex 10)

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Lesson Sequence Preparation

T asks sts to write some of their ideas about how the change of roles has affected divorce in Mexico. Sts write their ideas on the board. As a whole class, sts discuss what they have written. T introduces the terms Masculinity and Femininity and asks sts to define them. Sts define the meaning of masculinity and femininity using the Masculinity and Femininity Concept Map (Annex 1). T models an example (the one used in the concept map). T asks sts if some of these concepts could be related to the changing roles and/or divorces in Mexico. In small teams sts discuss their ideas and come up with an agreement per team. As a whole class, sts share their agreements. T projects the Objectives Presentation (Annex 2) and asks students to orally paraphrase the information (Whole class).

T: Now we are going to review the learning strategy summarize which is going to help you understand the main idea of a difficult article. Presentation 1

T projects the Summarize Strategy Sheet (Annex 3) explanation on the board and asks 1H student to read aloud the explanation in English and 1L the explanation in Spanish. Then, T asks several sts to rephrase the explanation in their own words. T now projects the Summarize Strategy Sheet Model (Annex 4) on the board and models it to the students:

T: As you can see, I underlined the most important ideas: The traditional Japanese family was an extended family a son, his parents, his wife, his children, and his unmarried brothers and sisters. Three generations lived together. But this tradition is changing. Now most families are nuclear families parents and their children and most Japanese parents have only one or two children. These families have new problems. Many men and women spend a lot of time at work. They dont spend much time together as a family. This can be very difficult. By recognizing the most important concepts I can come up with a summary sentence. Look at my summary sentence: The traditional Japanese family has changed from extended to nuclear family, with the problem of not spending a lot of time together as a family because of the work schedule.

Sts receive the GIST Explanation Sheet (Annex 5) and T tells them that this summarizing procedure will help them to get the gist of extended text. T hands out the GIST Model Sheet (Annex 6) and models it to the sts.

T: First, read a section or paragraph of the text. Second, underline 10 important (key) words or concepts. Third, write the words or concepts. Fourth, use these words to come up with a summary sentence. Finally, repeat number 1 to 4 with the rest of the paragraphs. Practice 1

T hands out the GIST Worksheet (Annex 7), and projects the first paragraph of the reading selection How have the changing roles of men and women affected the divorce rate in Mexico (Annex 7, Paragraph 1). In pairs (L/H), sts will read the first paragraph and underline 10 or more key words or concepts. Pairs share their answers with other pairs, and dictate to the T the 10 most important words or concepts of the first paragraph so that T can write them on the board.

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Pairs will come up with one sentence, using those words or concepts, that best summarizes the first paragraph. Pairs will share answers with other pairs and dictate the sentence to the T so that he can write it on the board. Sts and T repeat the process to complete the rest of the paragraphs of the reading selection. Sts write down in their notebooks the summary of the reading selection.

Presentation 2 T displays the INEGI Statistics Sheet (Annex 8) and asks sts to go over it to mention which information they find it to be surprising or interesting. T displays the following question on the board: How have the relative status of men and women, the traditional women representation, the household units, and the division of labor by gender possibly affected divorce in Mexico? Sts are asked to answer the question using the summary sentences from the GIST exercise.

Practice 3 St are then paired (H/L) to share their answers and share them with the T.

T: Now lets evaluate how well you understood the main ideas when summarizing. Evaluation

In order to identify if sts have understood the main ideas of the article by summarizing it, T will display the Summary Evaluation Sheet (Annex 9), and ask sts to work in groups of three (H/L/L) to check off if each statement is true or false. T will check answers. T will ask WC how useful they think the strategy and the GIST Worksheet (Annex 7) are and how they can help them with other subjects at school.

T: Before we go, heres your homework. Please pay attention to it as it is going to help us for our next class. Expansion Sts are asked to write a summary about Machismo by answering the Expansion Summary Worksheet (Annex 10) following the same steps they practiced in class to summarize a text.

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Material Masculinity and Femininity Concept Map Sheet Annex 1

Instructions: Complete the following chart with another three stereotypical ideas about men and women.

Objectives Presentation Worksheet Annex 2 Content Objective 1.SW analyze the reasons why theres a high rate of divorce in Mexico. Language Objectives 2.SWBAT implement the sentence patterns: o I think that o I believe that o In my opinion, 3.SWBAT compare and discuss how changing gender roles impact the divorce rate in Mexico. Strategy Objective 4.SWBAT apply the planning evaluating strategy summarize in order to obtain the main information to prepare for a task.

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Summarize Strategy Sheet Annex 3

Summarize (What is the gist of this? What is the main idea) DEFINITION: Summarizing involves your creating a mental, oral or written summary of information. EXAMPLE: If you watch a television program in the target language, you could periodically think about the gist or main points of the program to see if you really understand it. WHY: Restating the gist of the message helps you decide how well you understood. It also reinforces your learning of that message WHEN: Whenever you want to check your understanding or communication. Chamot, A. U., Barnhardt, S. El Dinary, P.
B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

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Summarize Strategy Sheet Model Annex 4 Paragraph: The traditional Japanese family was an extended family a son, his parents, his wife, his children, and his unmarried brothers and sisters. Three generations lived together. But this tradition is changing. Now most families are nuclear families parents and their children and most Japanese parents have only one or two children. These families have new problems. Many men and women spend a lot of time at work. They dont spend much time together as a family. This can be very difficult. Summary: The traditional Japanese family has changed from extended to nuclear family, with the problem of not spending a lot of time together as a family because of the work schedule.

GIST Explanation Sheet Annex 5

GIST Explanation Sheet

The summarization procedure will help you to identufy the main ideas from extended texts. Instructions: 1. Read a section or paragraph of the text. 2. Underline ten or more key words or concepts that will help you understand the text. 3. Without reading the text again, write a summary sentence or two using as many of the key wordss or concepts as possible. 4. Repeat steps 1 to 3 with the rest of the sections or paragraphs. 5. When finished, read those sentnces to understand the summary of the text.

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GIST Model Sheet Annex 6

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Gist Worksheets Annex 7

1st Paragraph

How have the changing roles of men and women affected the divorce rate in Mexico?
GENDER ROLES AND STATUSES

The Relative Status of Women and Men. Although women and men are equal before the law, clear differences exist in terms of authority and privileges. Women play crucial roles in the family, but even here the male is "chief of the family" ( jefe de familia ). Women are seen as the caretakers of morality and take an important role in the domain of religion.

10 most important words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

1st paragraph summary sentence:

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2nd Paragraph

How have the changing roles of men and women affected the divorce rate in Mexico?
In assigning males and females to different economic, political, and social roles, Mexicans can make use of complex and sometimes contradictory cultural representations of masculinity and femininity. The two key cultural icons for defining femininity are La Malinche and the Virgin of Guadalupe. The myth of La Malinche refers to the Indian woman who was given to conqueror Hernn Corts in 1519. During the remaining part of the conquest she was his interpreter and "mistress." La Malinche is the collaborator and traitor, but also the sexually violated who gave birth to an illegitimate son, the first mestizo. In contrast to La Malinche, the Virgin of Guadalupe represents suffering and sacrifice. This has given rise to the image of the submissive, self-sacrificing, but virtuous woman ( la abnegada ). The key concept for defining masculinity is machismo, which is associated with violence, power, aggressiveness, and sexual assertiveness. These general cultural representations have formed the basis for ideas of "natural" male dominance and power and female suffering and motherhood. They have been influential in the imagery of Mexican men and women, but they are increasingly considered simple stereotypes. Under the influence of profound social and cultural transformations in an increasingly urbanized Mexico, perceptions of masculinity and femininity are changing continuously.
10 most important words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

2nd paragraph summary sentence:

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3rd Paragraph

How have the changing roles of men and women affected the divorce rate in Mexico?
Marriage. Mexicans are free to select their marriage partners. Informally, there are rules that limit choices, most importantly those related to class and ethnicity. People usually marry after a period of formal engagement that can last many years. In 1995, the average age at marriage for a male was almost twenty-four years; for a woman it was almost twenty-two years. Over fifty percent of Mexicans aged twelve and above were married or united. Although the basis for marriage is love, many Mexicans consciously or unconsciously look for a partner who can provide social and economic security. Monogamy is the only marriage form permitted. A marriage ceremony consists of a civil registration and a religious wedding. Afterwards, the couple has an enormous and costly party with family and friends. At the start of the 1990s, the divorce rate was only 6.5 percent. It is legally easy to divorce but there is a lot of social pressure against getting a divorce.
10 most important words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

3rd paragraph summary sentence: _________________________________________________________________________________________ _________________________________________________________________________________________

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4th Paragraph How have the changing roles of men and women affected the divorce rate in Mexico?

Domestic Unit. The nuclear family is the common household unit: in 1995, almost three-quarters of all family households were nuclear. Households consisted of an average of 4.6 members. In the same year, almost 6 percent of the households were single-person. At the same time, a significant number of households consist of "extended" nuclear families, which often exist on a temporary basis. Particularly among the urban poor there are households consisting of parents, children, grandparents and sometimes other relatives. Recently married couples may live for a few years with the husband's or wife's family in order to save sufficient money to establish an independent domestic unit. In the countryside different nuclear families might live close to each other and share common resources. In 1995, 82 percent of households were male-headed. Although women generally hold fundamental responsibilities in the household, men are still the principal authority.

10 most important words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

4th paragraph summary sentence: __________________________________________________________________

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5th Paragraph

How have the changing roles of men and women affected the divorce rate in Mexico?
Division of Labor by Gender. The degree of economic participation of women was 35 percent (%) in 1995, while that of men was about 75 percent. Nevertheless, female economic participation is increasing rapidly. In addition, it is generally assumed that many women are employed in nonregistered and badly paid informal activities. Women also generally earn less than men and their level of educational is lower. Most women are economically active when they are young (between twenty and twenty-four years of age).
10 most important words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

5th paragraph summary sentence:

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INEGI Statistics Sheet Annex 8 There has been a significant increase in the number of divorces over the last 10 years in Mexico. According to INEGI, in 2007 13 out of 100 marriages ended in divorce in Mexico. This represents a significant increase compared to 2000 when 7.4 percent of marriage ended in divorce and in 1971, when 3.2% had similar results.

Summary Evaluation Sheet Annex 9 Summary Evaluation Sheet

Check () if these statements are true or false according to the reading text How have the changing roles of men and women affected the divorce rate in Mexico? Statement There is a clear difference between men and women according to the law. Women are the key element in the family in terms of morality and religion. La Malinche represents suffering and sacrifice. The Virgin of Guadalupe represents the virtuous woman. Mexicans cannot choose their marriage partners. Women usually have bad jobs with bad salaries. Men earn more money than the women. True False

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Expansion Summary Worksheet Annex 10

6th Paragraph

Machismo
The word machismo comes from Mexico and it has been adopted by the Spanish to describe the discrimination to which women in all European countries are subjected. The most common forms of machismo occurs on the streets or in the household. Street machismo ranges from greetings towards chicas quapas (beautiful girls) and blowing air kisses to singing love songs and stalking a women down the street while yelling at her or even actually touching her body inappropriately; it can also vary from just one man to a whole group of men. Machismo within the house stems from a long history of male superiority in Mexican society. For example, a woman who committed adultery against her husband was more heavily punished and looked down upon than a husband committing adultery against his wife). And again, if a daughter loses her virginity before marriage, she brings great shame upon her fathers name; however, a son who loses his virginity before marriage is simply overlooked. These laws and customs are not only found in Mexico but have been around for much longer, dating back deep into ancient cultures all over the world. Machismo tends to have a stronger hold in older generations, the abuelos of the current generation. I asked a younger man, somewhere in his mid-to-late twenties, about what machismo means and the role it plays in current Mexican society, he replied that machismo is more the mindset of his grandfather. His grandfathers practice of machismo was more applied in his house and how it functioned th an in public displays of machismo. His grandfather believed that the role of a woman was to cook, clean, and care for the children. Even his daughter was expected to clean the room of her brothers and serve everything they need. Women who accepted this lifestyle were known as machistas and lived to fulfill the needs of the males in their households. 10 most important words: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 6th paragraph summary sentence:

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Sequence 8 ACTFL Standards 1.1 Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. 3.1 Students reinforce and further their knowledge of other disciplines through foreign language. 3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Content Objective 1. SW review key content and language concepts of the thematic unit. Language Objectives 2. SWBAT list what they remember about the key content concepts. 3. SWBAT discuss what they remember about the key content concepts. 4. SWBAT to give opinions or express points of view about unit content concepts. unit. Strategy Objective 5. SW apply the monitoring strategy cooperate in order to compare language and content concepts from the unit. Evaluation 1. SW complete the Memory Matrix CAT in order to assess student recall of important content and language concepts and their skill at organizing that information 2. SW carry out a Process Analysis CAT in order to use the information to help students pinpoint problems in their methods of working and to improve them. Key Vocabulary Generated by students Material Attention Grabber Cartoon (Annex 1) Attention Grabber Cartoon 2 (Annex 2) Objectives Presentation Sheet (Annex 3) Cooperate Strategy Sheet (Annex 4) Blank Memory Matrix: Men and Women (Annex 5) Lesson Sequence Preparation T asks sts to take out their homework in which sts were instructed to write a short text about machismo. T forms small groups of 4 (2H, 2L sts) and asks sts to share their summaries. Sts share their ideas. T then asks a person from each group to share their groups summaries with whole class.

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T projects an Attention Grabber Cartoon (Annex 1) of mens and womens brains. T tells sts to think back to the cartoon they saw in the first sequence about mens and womens brains and asks them to recall the things they saw in each brain. Sts work in small groups (2H, 2L) and recall the information. Small groups share their ideas and T notes them on the board. T then projects the Attention Grabber Cartoon (Annex 2) seen in the first sequence. T and whole class compare answers. (This is to Activate Prior Knowledge in order to help model an example in the Memory Matrix activity.) Sts take out their Objectives Presentation Sheet (Annex 3). T projects the content, language and strategy objectives and asks students to read them aloud: - Please read the objectives to the whole class. - Please describe the content, language and strategy objectives in your own words. T clears up any doubts that students have about the objectives. T then tells the whole class:

T: OK, class. Now that we understand the objectives of this lesson sequence, its time to review our first learning strategy. This strategy will help you with the comprehensive review activity that you are going to do, and this review will help you organize your ideas for the Panel Discussion. Presentation A st is asked to look at the Learning Strategies Posters on the classroom wall and read the Cooperate strategy aloud. Cooperate Strategy Sheet (Annex 4). Another st is asked to paraphrase what was just read and to give an example of when they had used the strategy and how it had helped them. T distributes copies of the Memory Matrix: Men and Women (Annex 5) activity sheet to the class. T models the strategy by doing a think aloud about the topic of men and women in answering the first question of the Memory Matrix: Men and Women (Annex 5) worksheet:

T: You have said that the cooperate strategy helps you complete activities and it allows/permits you to share ideas. So lets read the first question and work together to answer it. T reads the first question aloud and then says:

T: Question number one asks me what the differences are between men and women. In the previous activity we talked about men and womens brains. Check your notes and help me answer the question. Tell some of the differences we have talked about so that I can write them down. (Possible responses: physical strength, thinking, feelings.) Now, I am going to break you up into small groups and you are going to answer the questions. T reviews the questions with WC.

Practice T breaks stS up into small groups. (2H, 2L) Sts share their ideas and answer the questions while T walks around and monitors their progress. Sts then share their ideas with WC.

Evaluation 1 T asks sts to look over their Memory Matrix and says:

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T: OK, now how can I summarize all this information? Lets see, I will write (Teacher writes a sentence on the board.) Class, does this look like a good summary? (Expected answer: yes) Why is this a good summary? (Students shout out all that has been seen to date about good summaries, such as including noting down main idea and giving examples) Great, now you are going to answer all the questions individually and write a summary sentence for each idea. Lets go back to the first question about differences about men and women. You gave me some examples such as .. Now I want to write a summary that includes those ideas. So I will write Some differences between men and women are physical strength, ways of thinking and how they express their feelings. Does this summarize the main ideas? Great! I will leave this example on the board for you to refer to while you are working in your groups.

T asks sts to get back into their small groups. T informs sts that they are going to summarize all their ideas. T walks around and monitors their progress. Sts share summaries with WC.

Evaluation 2 T asks sts to take out a piece of paper. T tells sts:

T: Now you are going to think about the process you used in order to complete the Memory Matrix. What was the first thing you did when you answered the second question? (Sts shout out an answer and T notes it on the board.) Great and now think about the second thing you did. I want you to right down at least 5 more things that you did in order to complete the Matrix. Sts begin working on their analyses and T walks around and clears up any questions. T then tells WC:

T: OK, heres the next step. Think about the group activity and write down everything that you did as a group in order to write your summaries. Somebody give me an example of something that they did in the group that was different from working individually. (Sts shouts out an idea and T notes it on the board.) Now, write down at least more five sentences. Two more things before you begin writing. First, note down how the summarize strategy helped you complete the activity. Think about why we summarize. Whats the goal or purpose of this strategy? Second, comment if we met the content and language objectives and give an example. T projects objectives on the board again. Sts work on the next part of their analyses and T walks around and clears up any doubts. T asks sts to look at their first and second analyses and to look for any differences between them:

T: Now look for any differences between the individual and group activities and comment on how they helped you work better. For example, if in the second activity was easier because you worked in a group write down I work better in a group than as an individual. Write down two to three differences. Sts work individually and then turn in their analyses.

Expansion T projects the following questions:

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Why would a woman stay with an alcoholic husband who hits her? Why does he drink? What is the solution to this situation for both of them? A woman did not graduate from college because she got pregnant. She has 3 children but she is depressed. Why is she depressed? What can she do to have a better future? How can her husband help her so that they are both happy? There are now more independent women in Mexico but many men are intimidated by them. Why are men intimidated? What is the solution? What needs to be changed? Many Mexican women have their own businesses. How can a female business owner find a balance between her company and her family? How does her husband feel? Why is he upset by a wife who prefers her company to her marriage and family? Whats the solution? T breaks sts up into small groups and assigns each group a question. T tells sts to refer back to their Memory Matrix summaries and to use that information to answer the questions. T tells sts that they will summarize the problem or the historical context of each problem and also write a solution. For homework (or in class if time permits), sts will answer those questions. T asks sts to save that information for their panel discussions.

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Material Attention Grabber Pictures Annex 1

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Attention Grabber Picture 2 Annex 2

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Objectives Presentation Sheet Annex 3 Content Objective 1.SW review key content and language concepts of the thematic unit. Language Objectives 2.SWBAT list what they remember about the key content concepts. 3.SWBAT discuss what they remember about the key content concepts. 4.SWBAT to give opinions or express points of view about unit content concepts. unit. Strategy Objective 5.SW apply the monitoring strategy cooperate in order to compare language and content concepts from the unit.

Cooperate Strategy Sheet Annex 4

Cooperate How can I work with others to do this? Definition: Cooperation involves your working with classmates to complete tasks and/or to give and receive feedback Example: If you have to give a speech in class, practice with a peer, who will ask questions that he or she thinks the teacher or other students might ask. Why: Working with other people gives you a chance to share your strengths so that you all can do a better job. When: When classmates are available or the task requires group work; whenever you need feedback; also useful for remembering.

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Memory Matrix: Men and Women Annex 5 Instructions: Read each question and note down all the information (words or phrases) that your group can remember from the unit on Men and Women.

What are the differences between men and women? What are the similarities between men and women?

What were the traditional roles of men?

What were the traditional roles of women?

What are the roles of men in the present?

What are the roles of women in the present?

How have the changes in gender roles affected Mexican families?

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Sequence 10 ACTFL Standards 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. 1.3 Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 3.1Students reinforce and further their knowledge of other disciplines through foreign language. 5.1 Students use language both within and beyond the school setting. Content Objective 1. SW generate a panel discussion about men and women. Language Objective 2. SWBAT orally present a panel discussion about the reasons of the increasing number of divorces in Mexico.

Strategy Objectives 3. SWBAT apply the monitoring strategy cooperate in order to carry out the panel discussion. 4. SWBAT apply the evaluating strategy evaluate yourself in order to assess their classmates' as well as their own panel discussions. Key Vocabulary None Supplementary Material Expert Panel Discussion Cards (Annex 1) Expert Panel Discussion Rubric (Annex 2) Objectives Presentation Sheet (Annex 3) Cooperate Strategy Sheet (Annex 4) Evaluate Yourself Strategy Sheet (Annex 5)

Lesson Sequence Preparation T projects the culminating activity Expert Panel Discussion Cards (Annex 1) that was shown at the beginning of the thematic unit:

T: Remember back to the first sequences when we talked about the culminating activity. Does anyone remember what you are going to do as a final project? (Expected response: Panel discussion) OK, lets review the activity again. T reviews the roles and language points of the activity. T tells the WC that they will work in small groups to prepare the panel discussion by following the roles:

T: Decide who is going to play which role in your group and begin to organize your ideas. Use your Memory Matrix and the graphic organizers you used in the sequence. This will help you present your situation and your solutions.

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T projects the Expert Panel Discussion Rubric (Annex 2).

T: Now lets review the rubric. Remember that we use a rubric for all the culminating activities as well as for your partial grades. Lets see the first point T reviews the rubric with the whole class and clears up any doubts. Sts take out their Objectives Presentation (Annex 3). T projects the objectives and asks a st (H) to read them aloud. T then asks another st to restate them in their own words.

Presentation 1 A st is asked to look at the Learning Strategies Posters on the classroom wall and read the cooperate strategy aloud. Sts take out their Cooperate Strategy Sheet (Annex 4). Another st is asked to paraphrase what was just read and to give an example of when they had used the strategy and how it had helped them. (Expected response: Memory Matrix activity seen in last sequence.)

T: You have given me an example of how the cooperate helped you with the Memory Matrix activity and you also talked about that in the analyses that you wrote. You are going to use the strategy again in the panel discussion. You are going to back into the groups from the last class. Each one of you is going to present the problem, the context and the solution. This means that one of you will present the problem, one will talk about the cultural or historical context, one will present the male and female points of view and one will present the solution for men and women.In a minute you are going to work with your group, assign roles and start writing out your presentation for the discussion. Practice 1 T asks sts to form groups of four and to decide upon their roles and arguments for the panel discussion. (T should give students ample time to get their arguments organized.)

Presentation 2 T projects the Evaluate Yourself Strategy Sheet (Annex 5). T asks a st to read it aloud and then asks another student to restate it in their own words.

T: So how have you evaluated yourself before? Think back to the semester and this is something we have done continually. (Expected answer: self assessment in the culminating activity.) Now this is what you are going to do again. Lets review the rubric. Practice 2 T hands out Expert Panel Discussion Rubric (Annex 2) to whole class. T tells sts that they will assess their classmates as well as their own performances during the panel discussion.

T: Remember that it is important for you to think about and evaluate your panel discussion. Look over the rubric and be honest about how you think you did. Being able to evaluate yourself is something that will help you here in the university

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and in your future jobs. Why do you think it is important to be able to evaluate yourself? (Students answer.) Exactly right. So take 5 minutes to complete the evaluation. Ill walk around and answer any questions.

Each group comes up to the front of the class.

Each group will have 1 st who presents the problem, one who talks about the cultural/historical context, one who will present the male and female points of view and one who will present the solution for men and women. Sts present their Expert Panel Discussion Cards (Annex 1) role plays while other students listen and assess. Sts then carry out their self assessments and turn in their assessment rubrics.

Evaluation T also asks sts to note down things that they liked about the thematic unit and strategies as well as recommendations for future thematic units.

T: What I want you to do is note down your comments about the thematic unit. What did you like the most about the unit, what did you not like? What suggestions or recommendations do you have? Is there anything you would change or add? Work with a partner and take 5 minutes and note down all your ideas. Sts work together in pairs. After 5 minutes, T asks pair groups to review the strategies used in the thematic unit by looking at the Learning Strategies Posters

T: OK. Lets look at the Learning Strategies Posters. What strategies did we use in the thematic unit? (Expected answers: Activation of Previous Knowledge, Infer, Group/Classify among others.) T notes them on the board. Now I want you to tell me how you used the strategy. For example, I used Activate Previous Knowledge to connect what I know with the new topic. This is what you are your partner are going to write about the other strategies. Pair groups work together. Sts turn in their comments. T gives sts their grades.

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Material Expert Panel Discussion Cards Annex 1 Instructions: Students will participate in an Expert Panel Discussion. Students in groups of 4 (2H/2L) will analyze 4 different cases using the information seen in the thematic unit, or guiding questions. Groups should explain why the situation occurred using information from the unit. Groups must also provide a possible solution. These are the situations:

Domestic violence victim Married woman 35 years old Mother of 2 children Situation: Married to an alcoholic husband who beats her twice a week. Woman does not plan to leave her husband even though he beats her.
Stay-at-home dad 29 year old man Father of 3 children Situation: Couldnt finish his degree because of he decided to take care of his kids because his wife has a good job. He has no hopes for the future and is usually sad and depressed.

Working woman 27 year old unmarried woman Works for a multinational company Excellent salary Situation: Very successful woman and dedicates a lot of time to her work. Men are scared of her independence.
Business owner 32 years old Has a successful company Situation: Lacks the time to take care of his family. His wife wants a divorce because his business consumes all of his time. He loves his kids.

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Expert Panel Discussion Rubric Annex 2 Culminating Activity Rubric Students name _______________________________________________________________________ LEVELS OF PARTICIPATION CRITERIA ORGANIZATION AND CLARITY Viewpoints and responses are clear and related to the information studied in the thematic unit. USE OF EXAMPLES Relevant examples were given to support all points. 3 solutions to gender problems in the unit were suggested. Students expressed four opinions about the gender role changes and problems that have occurred because of these changes. Relevant examples were given to support all but 1 point. 3 solutions to gender problems in the unit were suggested. Students expressed three opinions about the gender role changes and problems that have occurred because of these changes. Relevant examples were given to support all but 2 points. 2 solutions to gender problems in the unit were suggested. Students expressed two opinions about the gender role changes and problems that have occurred because of these changes. Relevant examples were not given to support 3 or more points. 1 solution to gender problems in the unit was suggested. Students expressed one opinion about the gender role changes and problems that have occurred because of these changes. Relevant examples were not given to support any points. No solution to gender problems in the unit was suggested. Students did not express ANY opinion about the gender role changes and problems that have occurred because of these changes. Student was openly aggressive and disrespectful towards others. 4 3 2 1 0

Points Points made/responses made/responses were completely were mostly clear and clear and orderly orderly in all but throughout the 1. presentation.

At least 2 points made/respons es were unclear.

3 or more points made or responses were unclear.

All responses were unclear or not related to the given information

Examples are given to support reasons. Solutions to gender problems presented in the unit are suggested.

POINT OF VIEW Panel discussion include a variety of student opinions about the topics

BEHAVIOR Student shows respectful behavior throughout the presentation

Student was respectful and showed assertive and participative behavior throughout the presentation.

Student was respectful and showed nonassertive or participative behavior.

Student was sometimes respectful and showed nonassertive or participative behavior.

Student showed slightly aggressive behavior towards others.

Total of points 16

Points _________________

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Objectives Presentation Sheet Annex 3 Content Objective 1.SW generate a panel discussion about men and women. Language Objective 2.SWBAT orally present a panel discussion about the reasons of the increasing number of divorces in Mexico. Strategy Objectives 3.SWBAT apply the monitoring strategy cooperate in order to carry out the panel discussion. 4.SWBAT apply the evaluating strategy evaluate yourself in order to assess their classmates' as well as their own panel discussions. Cooperate Strategy Sheet Annex 4

Cooperate How can I work with others to do this? Definition: Cooperation involves your working with classmates to complete tasks and/or to give and receive feedback Example: If you have to give a speech in class, practice with a peer, who will ask questions that he or she thinks the teacher or other students might ask. Why: Working with other people gives you a chance to share your strengths so that you all can do a better job. When: When classmates are available or the task requires group work; whenever you need feedback; also useful for remembering.

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Evaluate Yourself Strategy sheet Annex 5

EVALUATE YOURSELF (How well did I do?)

DEFINITION: Evaluating yourself involves checking how well you understood or used the language in the task. EXAMPLE: If youre reading a newspaper article for class, you could mentally give yourself a grade that represents how well you understood it. WHY: Self-evaluating helps you identify your strengths and weaknesses so that you can do better next time. WHEN: At the end of a task or whenever you arent sure how well youre using or understanding the language; also useful for remembering.

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Sequence 11 ACTFL Standards 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Content Objectives 1. SW state what they learned about men and women and explain the reasons for the increasing number of divorces in Mexico. 2. SW state how they learned about men and women and explain the reasons for the increasing number of divorces in Mexico. Language Objectives 3. SWBAT write some instances of what they learned about men and women in the L column of the KWLH. 4. SWBAT write about the strategies they used to learn about Men and Women in the H column of the KWLH.

Strategy Objective 5. SWBAT apply the evaluating strategies evaluate yourself and evaluate your strategies in order to assess how they learned about the content topic. Key Vocabulary None Material Objectives Presentation Sheet (Annex 1) Evaluate Yourself Strategy Sheet (Annex 2) Model KWLH (Annex 3) Students KWLH (Annex 4) Evaluate Your Strategies Sheet (Annex 5) KWLH Assessment Rubric (Annex 6)

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Lesson Sequence T: Hi class. Today we are going to finish our thematic unit on Men & Women. Lets go over our learning objectives for this session.

Preparation The Objectives Presentation Sheet (Annex 1) is projected to sts and one H st is asked to read them aloud. Sts answer the following question as a WC: o Read the objectives. Please paraphrase in your own words the content, language, and strategy objectives. T clarifies any doubts students may have about the objectives.

T: Ok class. Now that we have understood the objectives of the lesson sequence, lets take a look at a learning strategy. Presentation 1 T projects the definition of the evaluating strategy evaluate yourself. The Evaluate Yourself Strategy Sheet (Annex 2) is handed out and a st reads the strategy sheet aloud in English or Spanish depending on the affective state of the st regarding reading aloud in English. T projects the completed Model KWLH (Annex 3) about Dinosaurs with the L and H columns completed. T models an example of the evaluate yourself strategy with the completed Model KWLH (Annex 3) about dinosaurs by thinking aloud about the topic and explaining the statements in the L and H columns of the model:

T: I am going to demonstrate the evaluate yourself strategy. I am going to think aloud so you can hear what I am thinking. What did I learned about dinosaurs? (Teacher reads the first sentence in the L column of the completed Model KWLH) I learned that Dinosaurs ate plants and some eat meat.

T clarifies any doubts or questions about the description of the evaluate yourself strategy to complete the L column in the KWLH.

T: Now, lets practice the learning strategy Evaluate Yourself strategy. Please get into groups of three and take out the Student KWLH. Practice 1 Sts form pair groups (2H/2L) and complete L column of the Students KWLH (Annex 4).

Presentation 2 T projects the definition of the evaluating strategy Evaluate Your Strategies. The Evaluate Your Strategies Sheet (Annex 5) is handed out and a st reads the strategy sheet aloud in English or Spanish depending on the affective state of the student regarding reading aloud in English. T projects the completed Model KWLH (Annex 3) about Dinosaurs with the H column completed. T models an example of the Evaluate Your Strategies Sheet (Annex 5) with the completed Model KWLH (Annex 3) about dinosaurs by thinking aloud about the topic and explaining the questions in the and H columns of the model:

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T: I am going to demonstrate the evaluate your strategies strategy. I am going to think aloud so you can hear what I am thinking. What activities did I do to learn about dinosaurs? We read articles about dinosaurs.(T reads the question in the H column of the completed Model KWLH.)

Practice 2 Sts form pair groups (2H/2L) and complete H column of the Students KWLH (Annex 4).

Evaluation Sts review objectives by explaining the evidence in the KWLH. Sts break up into small groups to share what they learned and what strategies they used in the thematic unit about men and women

T: Ok class. This is the end of our thematic unit on men and women for today. Thank you so much for your participation. We will see you tomorrow to continue with another wonderful thematic unit.

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Material Objectives Presentation Sheet Annex 1 Content Objectives 1.SW state what they learned about men and women and explain the reasons for the increasing number of divorces in Mexico. 2. SW state identify how they learned about men and women and explain the reasons for the increasing number of divorces in Mexico.
1.

Language Objectives 3. SWBAT write some instances of what they learned about men and women in the L column of the KWLH. 4. SWBAT write about the strategies they used to learn about Men and Women in the H column of the KWLH. Strategy Objective 5. SWBAT apply the evaluating strategies evaluate yourself and evaluate your strategies in order to assess how they learned about the content topic.

Evaluate Yourself Strategy Sheet Annex 2

EVALUATE YOURSELF (How well did I do?) DEFINITION: Evaluating yourself involves checking how well you understood or used the language in the task. EXAMPLE: If youre reading a newspaper article for class, you could mentally give yourself a grade that represents how well you understood it. WHY: Self-evaluating helps you identify your strengths and weaknesses so that you can do better next time. WHEN: At the end of a task or whenever you arent sure how well youre using or understanding the language; also useful for remembering.
Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

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KWLH Model
K What I KNOW W What I WANT to know L What I LEARNED has H HOW I learned an What activities did I do to learn about dinosaurs? We read articles about dinosaurs.

I know that dinosaurs are I want to know how long An archeologist large. ago did they lived. exciting life.

We watched videos about dinosaurs. I know that dinosaurs are I want to know dead. dinosaurs died. why Dinosaurs ate plants and some eat meat. Did the strategy elaboration of prior knowledge help me learn?

Did the strategy taking notes help me learn? I know that dinosaurs lived I want to know how we Some dinosaurs a long time ago. know what they looked gigantic, but had liked. brains. were small What learning strategies did I use to read and write? I activated prior knowledge about dinosaurs and took notes on the readings about dinosaurs. How effective were the learning strategies in helping me read and write? Taking notes helped me understand information while reading.

I know that there are I want to know who the Fossils movies about dinosaurs. people who study traits. dinosaurs are.

uncover

dinosaur

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Student KWLH Annex 4 Instructions: Fill in each column according to: K the things you already know about the topic, W the things you want to know about the topic, L the things you learned about the topic, and H how you learned something. Remember that the last two columns should be completed almost at the end of the thematic unit. K W L H What I KNOW What I WANT to know What I LEARNED HOW I learned Activities & Learning Similarities and Differences Between Men and Women Strategies What activities did I do to read and write about men and women?

Changes in Mexican Gender Roles

Did the learning strategies in the unit help me learn?

Impact of Changes in Gender Roles on the Divorce Rate in Mexico

What learning strategies did I use to read and write?

How effective were the learning strategies in helping me read and write?

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Evaluate Your Strategies Strategy Sheet Annex 5

Evaluate Your Strategies (Did I choose good strategies? What could I do differently next time?) Definition: Evaluating your strategies involves judging how well you applied the strategies to the task, judging how effective and appropriate your strategies were for that particular task, identifying why a strategy was helpful or not-so-helpful for the task, comparing the usefulness of various strategies on the same task, and thinking about better strategies you could have used. Example: If you made predictions based on your knowledge of Japanese foods, but still didnt understand a restaurant video, think about why predicting didnt help. Maybe your knowledge of Japanese food is more limited than you thought, and your predictions were incorrect. You could also think about other strategies that would be more helpful, such as paying attention to names that are given to specific dishes shown in the next restaurant video. Why? : Assessing strategies use helps you decide when certain strategies work best so you can choose appropriate strategies in the future. When? : For all types of tasks.
Chamot, A. U., Barnhardt, S. El Dinary, P. B., & Robbins, J. (1999). The learning strategies handbook. White Plains, NY: Addison Wesley Longman.

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KWLH Assessment Rubric Annex 6 Instructions: Choose a number per each category in order to evaluate yourself according to your performance in the KWLH.
CRITERIA KWLH Rubric 3 2 1 0 60 to 79% of 20 to 39% of Less than 20% of students 80 to 100% of 40 to 59% of students students comments were in depth and student's students comments were comments were showed evidence of critical comments were in comments were in in depth and in depth and thinking and/or student's depth and showed depth and showed showed evidence showed comments were written in evidence of critical evidence of critical of critical evidence of list form. No complete thinking. thinking. thinking. critical thinking. sentences were used. 4 Student listed 2 Student listed 1 Student listed no things things he/she thing he/she he/she knows about the knows about the knows about the topic or the things listed topic. topic. were not related to the topic. Student created Student created only 2 questions only 1 question and/or "I want to and/or "I want to know" know" statements statements related to the related to the topic. topic. Student found Student found answers to 1 out answers to 2 out of of 4 of the 4 of the questions questions and/or and/or "I want to "I want to know" know" statements in the statements in W column and/or the W column at least 2 opinions and/or at least 3 were stated to opinions were answer questions. stated to answer questions. Student correctly Student correctly listed 2 points that listed 1 point they learned that they learned within class within class related to the related to the topic in the "L" topic in the "L" part of the chart. part of the chart. Score

Critical Thinking

Student listed 4 or Student listed 3 Connecting more things he/she things he/she Prior knows about the knows about the Knowledge topic. topic. Student created Student created 4 only 3 questions questions and/or "I and/or "I want to want to know" know" statements related statements to the topic. related to the topic. Student found answers to 3 out Student found of 4 of the answers to all 4 of questions and/or the questions "I want to and/or "I want to know" know" statements statements in the in the W column. W column and/or No opinions were at least 1 opinion stated. was stated to answer a question. Student correctly Student correctly listed 4 or more listed 3 points points that they that they learned learned within class within class related to the topic related to the in the "L" part of topic in the "L" the chart. part of the chart.

Setting Goals

Student did not create any questions and/or "I want to know" statements related to the topic.

Meeting Goals

Student found answers to none of the 4 of the questions and/or "I want to know" statements in the W column and/or stated opinions in order to answer the 4 questions.

Comprehension

Student did not correctly list any points that they learned within class related to the topic in the "L" part of the chart.

Metacognitive Awareness

Student correctly Student correctly Student correctly Student correctly Student did not correctly wrote 4 or more wrote 1 wrote 3 complete wrote 2 complete write any complete complete complete sentences in the setences in the sentences in the "H" column sentences in the sentence in the "H" column of the "H" column of the of the chart and/or the "H" column of the "H" column of chart. chart. information was in list form. chart. the chart. Total out of 24

End of Unit