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! APPENDICES Tutora: Mónica Calvo Especialidad: Lenguas extranjeras – inglés Tamara Martínez Martínez Curso 2013-2014 ! ! ! ! ! ! 1! APPENDIX!1!:!LEARNING!UNIT! ! Define&yourself!& Learning&Unit&2014& Tamara!Martínez!Martínez! ! ! ! ! ! ! ! ! ! ! ! 2! TITLE OF THE UNIT: Define yourself! TIME: 60 minutes TITLE OF THE LESSON: How do I look? GRADE: 2º A NUMBER OF STUDENTS: 18 (2ºA) LEARNING OBJECTIVES: • To check students´ previous background knowledge about descriptions and learn new adjectives to perform an activity based on oral interaction. • To further students´ vocabulary as well as explaining adjective order as a tool for the activity students will have to perform. • To write general descriptions about students´ celebrity according organizational principles explained and reviewed in this lesson. • To be able to summarize ideas • To interact orally in a real life situation in which students have to use their communicative strategies and negotiate meaning to share their interests with their partners • To use and understand the language acquired in this lesson to describe themselves and their partners like in real life communication. • To argue and express opinions according the couple election. • To be aware of physical stereotypes and prejudices when they describe and organize their couples EXPECTED LEARNING OUTCOMES: • To be able to use their background knowledge and acquire new language about descriptions. • To be able to use adjectives to describe people in a determinate context. • To be capable of writing a descriptions and summarize ideas about a stereotyped person in an ordered and accurate way. • To be capable to use their own language to describe people using their communication strategies to understand and being understood developing fluency. • To be able to argue and express their opinions in front of the class in a fluent, spontaneous and accurate way. • To be able to identify physical stereotypes and prejudices in order to avoid them. ! ! ! ! 3! ACTIVITY: Pre-task Show students through a PPT slide two pictures of celebrities and ask students to describe them physically to check their previous knowledge about descriptions. Explain students that these celebrities are single and they want to find their soul mates. Ask students to try to guess their likes and decide if they make a good couple. Provide students the adjectives for descriptions through a PPT presentation while asking students about the matter, checking students understanding. This language will be provided to facilitate students to carry out the main activity based on oral interaction. Main task Hand out the celebrity cards and then students individually will reflect upon their celebrity´s profile and write a description down as a guideline to seek for their corresponding partner. Play love background music to motivate students and make them TIME: 10 minutes 10 minutes 5 minutes 15minutes GROUPING: Whole class activity / T-S interaction Whole class activity /T-SS interaction Individual activity/ Teacher monitors if they need help Whole class activity MATERIALS: PPT Famous people (Appendix 2.A) Celebrity cards (Appendix 2.B) ! ! ! ! 4! start wondering around the class interviewing their classmates to find their matching couples. Post-task Check through a PPT sequence the matching couples or the improvised ones. Ask pairs of students to be in front the class explaining why they think they have made a suitable couple. Use this lesson as an introduction to the next unit based on stereotypes. 15 minutes / SS-SS interaction. Teacher monitors if they need help Whole class activity T-SS interaction PPT Famous people (Appendix 2.A) EVALUATION CRITERIA: • To learn and use new adjectives to perform an activity based on oral interaction • To understand and use as adjective order as a tool for oral and written communicative activities • To write descriptions about students´ celebrity according organizational principles explained and reviewed in this lesson. • To interact orally in a real life situation in which students have to use their communicative strategies and negotiate meaning to share their interests with their partners • To use and understand the language acquired in this lesson to describe themselves and their partners like in real life communication. • To argue and express opinions according to the couple election. ASSESSMENT AND FEEDBACK: The teacher will collect the students´ summaries and will take into account students´ attitude and interaction among them. Students will be provided with a checklist (Appendix 2.C) for the peer assessment of the activity to be filled at home in order to promote collaborative principles. Also the written composition of their summaries and the oral presentation of the required information will be part of the assessment. ! ! ! ! 5! ! ! HOMEWORK: They will have to fill in the peer assessment checklist (Appendix 2.C) with the names of four of their classmates who they interacted with. E-PORTFOLIO: Students will have reflect on the main aspects dealt with in classroom in the section lesson 1: How do I look? from the Wiki.( Appendix 8.B) ! ! ! ! 6! TITLE OF THE UNIT: Define yourself! TIME: 60 minutes TITLE OF THE LESSON: What is a stereotype? GRADE: 2º A NUMBER OF STUDENTS: 18 (2ºA) LEARNING OBJECTIVES: • To identify and avoid gender stereotypes in society • To be aware of their own prejudices and the negative consequences that they can have in certain social groups • To be able to induce grammar on comparatives through a classroom debate based on stereotypes • To argue and being critic on the messages that students receive through media • To be able to create and advertisement to sell a product avoiding gender stereotypes using the language acquired in this lesson to persuade the audience. • To learn vocabulary related to stereotypes and its corresponding pronunciation. ! • To participate in classroom discussion about gender stereotypes showing interest, initiative and respect to their partners’ opinion. EXPECTED LEARNING OUTCOMES: • Being able to recognize and avoid gender stereotypes. • Being able to understand and explain with their own words the meaning of stereotypes looking for some action points to avoid them • Being aware of the negative consequences of stereotypes in our society • Being capable of inducing grammar on comparatives through a classroom debate • Being able to express their own opinion related to different topics participating actively in classroom’s discussions. • Being capable of creating an advertisement avoiding gender stereotypes, working in groups and sharing their knowledge in a cooperative way. ! ! ! ! 7! ACTIVITY: Pre-task Present students the concept of stereotypes. A widely held but fixed and oversimplified image or idea of a particular type of person or thing: the stereotype of the woman as the carer. For that purpose show them a picture with one example to illustrate the idea and introduce the topic. Draw two boxes on the blackboard and ask SS to list stereotypes associated to men and women in our society. Eg: Men don´t cry Eg: women have to be at the kitchen. Let SS express and share their comments. Main task Then, give them the activity sheet with the sentences related to gender stereotypes and ask them to induce grammar on comparatives writing sentences with the gender assumptions. TIME: 10 minutes 10 minutes 10 minutes GROUPING: Whole class activity T-SS interaction Whole class activity T-SS interaction Pair -work activity T-SS interaction Teacher monitors if they need help MATERIALS: Projector Blackboard Activity sheet, (Appendix 3.A) ! ! ! ! 8! Eg. Women are weak. Men are strong. Women are not weaker than men. When they finish correct the exercise. Post-task Show SS an Ad based on genre stereotypes. Ask focused questions on the video to help SS to identify different genre stereotypes in this Ad. Organize them in groups and ask them to create a neutral Ad to sell a product for men and women avoiding gender stereotypes. 10 minutes 10 minutes Whole class activity T-SS interaction SS-SS interaction T monitors if they need help Projector Web site: https://www.youtube.com/ watch?v=0nIXUjzyMe0 Peer assessment sheet to evaluate the work of each group member. (Appendix 2. C) EVALUATION CRITERIA: • To show awareness of prejudices and the negative consequences that the can have on society • To induce grammar on comparatives through a classroom debate on stereotypes • To critic and judge messages that students receive through media • To create and advertisement to sell a product avoiding gender stereotypes using the vocabulary learnt throughout this lesson to persuade an audience. • To learn and use vocabulary related to stereotypes and its corresponding pronunciation. ASSESSMENT AND FEEDBACK: The checklist to assess the advertisement (Appendix 3.B) will be shared with the students in order to help them to perform their oral communication activity. HOMEWORK: Students have to record the advertisements they have created in their cell phones and upload it to the e-portfolio. Alternatively, students can design a PPT presentation using images and explaining their products to the classroom. E-PORTFOLIO: Students have to upload their advertisements and answer to some questions to reflect on gender stereotypes and the media. (Appendix 8.C) ! ! ! ! 15! TITLE OF THE UNIT: Define yourself! TIME: 60 minutes TITLE OF THE LESSON: Women across different cultures GRADE: 2º A NUMBER OF STUDENTS: 18 (2ºA) LEARNING OBJECTIVES: • To be aware of how women are discriminated all around the world • To know, reflect upon and form an opinion on gender discrimination analyzing different newspaper´s headlines • To learn how to recycle information used in the previous task to carry out and activity based on gender discrimination. • To be able to paraphrase, learn new vocabulary words and construct a whole article through a jigsaw activity EXPECTED LEARNING OUTCOMES: • To be able to learn how women are discriminated across the world • To be able to reflect and form an opinion on gender discrimination • To be capable of recycle information to perform an activity • To be able to paraphrase and learn new vocabulary through a Jigsaw activity ACTIVITY: Pre-task Looking for Equality land: Show SS newspaper´s headlines of gender inequality and violence from all around the word. Prompt SS to share their thoughts and their comments on TIME: 15 minutes GROUPING: Whole class activity TSS interaction MATERIALS: Projector, newspaper´s headlines. ( Appendix 6.A) ! ! ! ! 16! the topic. Main-task Organize SS in groups and hand out activity sheets with handprints. In these handprints SS what kind of things women from all around the world could do if they would live in Equalityland, a world in which sexual abuse, gender discrimination and gender violence does not exist. Tell SS that the future is in their hands and they have the power to avoid inequality from all around the world. Ask SS to use future tense to accomplish this activity. Ex: In Equality land Women in Kuwait will vote. In Equality land women in China will born 30 minutes Group-work activity SSSS interaction T monitors if they need help Laptops Dictionaries Activity sheet ( Appendix 6.B) ! ! ! ! 17! Post-task Jigsaw activity: Hand out parts of the same newspaper´s article on women discrimination from all around the world to each of the member of the same group. Then, hand out the other parts of the article to the rest of the groups. Give SS an activity sheet to indicate the instructions SS have to follow to complete the task. In this activity SS have to ask question to complete the whole article. SS have to paraphrase their section of the article to other groups. Then SS return to their groups and try to summarize the whole idea of the article. 20 minutes Whole class activity SS-SS interaction T monitors if they need help Newspaper´s article : ( Appendix 6.C) Activity sheet ( Appendix 6.D) ! ! ! ! 18! EVALUATION CRITERIA: • To be conscious of women discrimination from all around the world • To analyze different newspaper´s headlines and being able to express an opinion using English as a tool for communication • To recycle information and vocabulary used in a previous task to perform and activity based on gender discrimination. • To paraphrase and learn new vocabulary words to construct a whole newspaper´s article in a cooperative way ASSESSMENT AND FEEDBACK: The assessment of the Jigsaw activity will be provided through the checklist (Appendix 6.E) uploaded to the e-portfolio HOMEWORK: Students have to watch a video on women discrimination in India and answer some focused questions related to the video (Appendix 8.F) E-PORTFOLIO: Students will upload the Jigsaw activity to the e-portfolio ! ! ! ! ! ! ! ! ! ! 19! ! TITLE OF THE UNIT: Define yourself! TIME: 60 minutes TITLE OF THE LESSON: Reflections on gender awareness GRADE: 2º A NUMBER OF STUDENTS: 18 (2ºA) ! LEARNING OBJECTIVES: • To show Gender awareness through their final reflection on this topic • To use English as a tool for communication to express their opinion and collaborate with their partners • To use the ICTs to create a PPT presentation and record their voices through a cellphone explaining the main aspects of students ´ reflections. • To create a proposal for future improvement to solve a gender issue analyzed in classroom. ! EXPECTED LEARNING OUTCOMES: • To be able to show awareness on gender issues through a final reflection • To be able to use English as a tool for communication to share their thoughts with their partners and express personal opinions • To be capable of using ICTs to summarize and explain the main topic dealt with in classroom • To be capable of creating a proposal for future improvement to avoid gender discrimination ! ACTIVITY: Organize students in groups of four and ask them to review their individual reflections on gender issues shared through the e-portfolio TIME: 20 minutes GROUPING: ! ! ! ! ! SS-!SS!interaction!! ! T!monitors!if! students!need!help! ! ! ! ! ! ! ! ! ! ! MATERIALS: ! ! ! ! ! Laptops! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 20! Ask students to create a PPT presentation explaining the main features of the chosen topic dealt with in classroom about gender matters. Students will have to share their reflections with their classmates and elaborate a future for improvement 40 minutes ! SS-!SS!interaction!! ! T!monitors!if! students!need!help! ! ! ! Laptops! EVALUATION CRITERIA: • To demonstrate Gender awareness through student´s final reflection • To use English to share thoughts and opinion in a cooperative way • To use the ICTs to create a PPT presentation and record their voices through a cellphone explaining the main aspects of students ´ reflections, taking into account spelling, vocabulary, grammar and pronunciation. • To create a proposal for future improvement to solve a gender issue analyzed in classroom showing their understanding and social commitment to the chosen topic. ! ASSESSMENT AND FEEDBACK: Students will be assessed through a checklist (Appendix 6.A) that will be shared in the students´ e-portfolio. The reflection will constitute a 50% of the final mark . ! E-PORTFOLIO: Students have to upload their PPT presentations and the students´ voice recording explaining the main aspects of their presentation to the student´s e-portfolio. ! ! ! ! 21! WORKS CITED APPENDIX 1: • Dsnook (2009, February 23). Training and certification. [Video file]. Retrieved from: http://youtu.be/0nIXUjzyMe0. [Last Accessed 5/05/2014]. ! • GEMS Solutions, LLC.(1980) Shelterhouse. Retrieved July 7 2014, from: http://www.shelterhousemidland.org/index.php/is-this-abuse/signs-of-teendating-violence ! • KelseyTVS (2013, November 28). Twilight Abuse. [Video file]. Retrieved from: http://youtu.be/smzOSTX_4aQwatch?v=smzOSTX_4aQ • LKCollab, LLC. (n.d.) Bubbl.us. Retrieved. July 10 2014, from: Bubbl.us ! • Martial Arts Industry Association ,]. (2012, July 7). We Are Human Bully Awareness & Prevention [Video file]. Retrieved from https://www.youtube.com/watch?v=dik1oNlvSng • Stereotype. (2014). Oxford Dictionaries: Language matters. Oxford University Press. Retrieved from http://www.oxforddictionaries.com/es/definicion/ingles/stereotype ! ! ! ! ! ! ! ! ! ! 22! APPENDIX 2: Adapted from: Ruzinska!Ljubica!(2012).!Describing*people*appearence*&*personality.![ONLINE]! Available!at:!http://es.slideshare.net/ljubicaruzinska/adjectives-describingappearance-and-personality.![Last!Accessed!20!April!14].! A. UNIT I .HOW DO I LOOK? . PPT PRESENTATION ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 23! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 24! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 31! APPENDIX 4 : LESSON 3 TEEN DATING VIOLENCE A . MODEL FOR A LETTER OF ADVICE • Adapted from: Turcotte Mike (2011). How to write a letter giving advice. [ONLINE] Available at: http://es.slideshare.net/MikeTurcotte/how-do-i-write-a-letter-of-advice. [Last Accessed 6 July 14]. • Hkedcity (2011). A letter of advice. [ONLINE] Available at: http://www2.hkedcity.net/sch_files/a/ps/psengl/public_html/Bestwriting/S3_09-10_Best_Writing_Collection.pdf. [Last Accessed 2 September 14]. What is a letter of advice? It is a letter that is usually sent by the reader of a newspaper or magazine. It is used to offer advice to other reader´s concerns on a specific topic. Nowadays, it is sent by email and therefore, other readers have the opportunity to answer and give advice to other readers from all around the world ! First paragraph: Make the purpose of your letter clear and show understanding. EXAMPLE: I!am sorry after hearing about your problems. Maybe I can give you some advice and things will get better soon. Body paragraph: ! Give your advice to help him/her to solve this problem Your first problem is about your English schoolwork. I think you are afraid of learning English so you get low marks in English tests. I suggest that you could give yourself more chances to listen to and learn English, such as watching TV programmes in English. It is not a problem if you don’t know the meaning of the words. If you keep on watching them, you will have great improvement in English. ! Conclusion: Hope everything will be fine ! ! ! Hope my advice works. Write to me again if you have further problems. Yours truly APPENDIX!4! ! ! ! ! ! ! ! ! 32! ! B.!CHECKLIST!FOR!WRITING!LETTER!OF!ADVICE! ! ! ALWAYS! SOMETIMES! NEVER! Does!the!student! show!awareness!of! gender!violence! through!this!letter?! ! ! ! ! Does!the!students! organize!his/her! letter!according!to! the!provided! model?! ! ! ! Has!the!student! used!the! vocabulary!learnt! throughout!this! unit?! ! ! ! Does!the!student! write!the!letter! accurately?! ! ! ! ! Does!the!student! use!cohesive! devices!in!his/!her! writing?! ! ! ! Has!the!student! understood!what!a! letter!of!advice! means?! ! ! ! Has!the!student! organized!her/his! writing!in! paragraphs?! ! ! ! Has!the!student! given!advice!to!the! reader!in!a! respectful!way?! ! ! ! ! ! ! ! ! ! ! 33! ! APPENDIX!5! A.!LESSON!4!BODY!IMAGE:!MODEL AND QUESTIONS FOR THE ACTIVITY: BEAUTY ADVERTISEMENTS AND SELF-ESTEEM. ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 34! APPENDIX 5 LESSON 4 BODY IMAGE B. CARDS FOR THE ACTIVITY: BEAUTY ADVERTISEMENTS AND SELFESTEEM ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 35! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 36! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 37! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 38! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 39! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 40! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! 47! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! APPENDIX!6!:!! B.!ACTIVITY!SHEET!UNIT!4:!Women!across!cultures!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!ACTIVITY:!Equality* land******************* *ADAPTED!FROM:!(!Amnistía!Internacional,!2014!pp.!76) Group members: ! EQUALITY LAND A WORLD WHERE GENDER DISCRIMINATION, GENDER VIOLENCE AND GENDER STEREOTYPES DO NOT EXIST IMPLIES…. ! ! 48! APPENDIX!6! ! LESSON!5:!WOMEN!ACROSS!DIFFERENT!CULTURES! ! C.!JIGSAW!ACTIVITY!! ! Source:! Agence France-Presse in New Delhi. Indian politician's 'accidental rape' remark adds to rising public anger. Theguardian.com. Sunday 8 June 2014 15.46 BST , .From:http://www.theguardian.com/world/2014/jun/08/indian-minister-rape-remark-angerviolence-women Group!A! A minister from the ruling party of the Indian prime minister, Narendra Modi, has said rapes happen "accidentally", amid renewed outrage over attacks against women. In the latest controversial remarks by a politician, Ramsevak Paikra, the home minister of central Chhattisgarh state, who is responsible for law and order, said on Saturday that rapes did not happen on purpose. "Such incidents [rapes] do not happen deliberately. These kind of incidents happen accidentally," Paikra, of the Bharatiya Janata party (BJP), which also rules at the national level, told reporters. Paikra, who had been asked for his thoughts on the gang-rape and hanging of two girls in a neighbouring state, later said he had been misquoted. His original remarks were broadcast on television networks. Group!B! ! The remarks come just days after Babulal Gaur, the home minister of the BJPruled Madhya Pradesh state, said about rape: "Sometimes it's right, sometimes it's wrong". Gaur made the remarks on Thursday amid growing anger over the gang-rape and murder of the girls, aged 12 and 14, in the northern Uttar Pradesh state late last month. Modi, whose party came to power in a landslide election victory, has so far stayed silent over the rapes. India brought in tougher laws last year against sexual offenders after the fatal gang-rape of a student in New Delhi in December 2012, but they have failed to stem the tide of violence against women across the country. ! ! ! ! ! ! ! 49! Group!C! The chief minister in Uttar Pradesh, Akhilesh Yadav, already under fire over his handling of the double gang-rape, accused the victim's families of coming under the influence of a rival political party. Yadav also hinted that his government had taped phone calls between the families and a politician from the Bahujan Samaj party (BSP). "We have phone records of a BSP MLA [member of the state legislative assembly] … The BSP asked them [the families] to return the compensation offered by the state," Yadav told the Hindustan Times in an interview published on Sunday. The brother of one of the victims dismissed Yadav's claims, saying the family was not "under the influence of any party, including the BSP". Yadav's father, Mulayam Singh – leader of the Samajwadi party – was the target of public anger in April when he told an election rally that he opposed the recently introduced death penalty for gang-rapists, saying "boys make mistakes". Women's groups criticised the comments as evidence that politicians were unable to stem sexual violence because they lacked respect for India's women and were ignorant of the issues Group!D! The uproar came as police said a 30-year-old Malaysian woman was raped in a car last Thursday in the western state of Rajasthan. The woman was drugged and raped by a man that she had met to discuss business projects – the latest in a series of sex attacks on foreigners in India. "As she came to us, we rounded up the accused and placed him under arrest. We have seized his car and also recovered a pistol from the vehicle," Amandeep Singh, a senior state police official, told AFP on Sunday. Earlier this year, a Danish tourist was gang-raped at knifepoint after losing her way in central Delhi. Politicians also came under fire after the fatal gang-rape in Delhi in 2012, a crime that angered the nation and shone a global spotlight on India's treatment of women. Several politicians have sought to blame the rise in the number of rapes on western influences such as short skirts and tight jeans, while the head of a village council pointed to fast food, which he claimed led to hormone imbalances among men. ! ! 50! APPENDIX 6 LESSON 5: WOMEN ACROSS DIFFERENT CULTURES D. WORKSHEET FOR JIGSAW ACTIVITY ! Name!of!the!group:!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Date:! ! Part!I:! ! A) Read your part of the article and write down the main ideas of your section. ! ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- -------------------------------------------------------------------------------! ! B) Share your ideas with the members of your group as well as the vocabulary you do not understand. Remember that you can use the dictionary through this activity. ! ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ! ! 51! ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- ------------------------------------------------------------------------------- -------------------------------------------------------------------------------! ! Part!II! ! C) Move to another group with the other members who contain the rest of the sections of the article. Paraphrase the sections of your article to your course mates, ask for vocabulary doubts or teach new vocabulary to your classmates. Write down the main ideas that you have taken from your classmates sharing. ! ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- ----------------------------------------------------------------------------! ! ! ! ! ! ! ! 52! D) Return to your original group. Paraphrase the main ideas that you have heard in the previous group and try to complete the whole article ideas with the rest of the members of your group ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ---------------------------------------------------------------------- ------------------------ ! ! * ! ! 53! APPENDIX 6 LESSON 5: WOMEN ACROSS DIFFERENT CULTURES E. CHECKLIST!FOR!JIGSAW!ACTIVITY ! ! ) Always) Usually) Never) Does)the)student) cooperate)with)the) classmates)in) group´s)discussion?) & & & Does)the)student) show)interest)in) participating)in)this) activity?) & & & Has)the)student) contributed)to)the) task)paraphrasing) his/her)part)of)the) story)to)his/her) classmates?)) & & & Has)the)student) understood)the)main) ideas)of)the)article?) & & & Has)the)student) spoken)in)English)to) communicate)with) the)classmates) throughout)this) lesson?) & & & Does)the)student) summarize)the)main) ideas)of)the)original) article)accurately?) & & & Has)the)student) shown)awareness) and)respect)for) women) discrimination)across) other)cultures?) & & & Has)the)student) participated)actively) in)this)lesson?) & & & Has)the)student) collaborated)with) the)classmates)to) construct)the)whole) newspaper´s)article?) & & & ! ! ! 54! APPENDIX 7 LESSON 6: REFLECTIONS ON GENDER AWARENESS A. CHECKLIST!FOR!FINAL!REFLECTION!ON!GENDER!ISSUES ! ) Always) Sometimes) Never) Does)the)student) participate)in)the)eO portfolio)sharing) his/her)reflections) with)the)classmates?) ! ! ! Does)the)student) show)that)she/he) master)the)elected) topic)through)the) PPT)presentation?) ! ! ! Does)the)student) help)other)students) through)the)eO portfolio?) ! ! ! Has)the)student) shown)gender) awareness)in)his/) her)reflections)of)the) eOportfolio?) ! ! ! Has)the)student) presentation)shown) an)organized) structure?) ! ! ! Has)the)student) participated)actively) in)the)elaboration)of) the)portfolio?) ! ! ! Has)the)PPT) presentation)been) presented) creatively?) ! ! ! Has)the)student) pronounced)properly) throughout)the)PPT) presentation?) ! ! ! Has)the)student)used) the)vocabulary) learnt)throughout) the)unit?) ! ! ! ! ! ! ! ! ! 55! APPENDIX 8: STUDENTS´ E-PORTFOLIO: • Martínez Tamara,(2014). Gender Awareness Reflection e-Portfolio. [ONLINE] Available at: https://genderawarenessreflectioneportfolio.wikispaces.com/. [Last Accessed 9 September 14]. A. GUIDELINE TO ELABORATE THE E-PORTFOLIO: Video available at: • Brightspace by D2L (2013 April 1) ePortfolio Introduction. [Video file]. Retrived from: https://www.youtube.com/watch?v=TFb0u6dI3u4 ! ! 56! APPENDIX 8: STUDENTS´ E-PORTFOLIO B. LESSON 1: HOW DO I LOOK ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! !