Day #3 Theme or Concept to be Learned: The Middle East Challenges for women in challenging economies Age/Grade Level: 16-17

7 years of age / 11th grade Public School Time Required: 45minutes

Overall Goal of the Lesson: Students will be able to state verbally whether women's difficulty in earning money happens only in the Middle East or whether it occurs in the U.S. and their home countries. Content Objectives: Georgia Performance Standards CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. CCSS.ELA-Literacy.SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 1112 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. CCSS.ELA-Literacy.SL.11-12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

CCSS.ELA-Literacy.W.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.W.11-12.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. CCSS.ELA-Literacy.RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. CCSS.ELA-Literacy.RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Explanation of how standards will guide the lesson content Based on the above standards, students will use resources located on the Internet, focus on these materials central ideas, and participate in discussions to strengthen objective perspectives on the Middle East, the U.S. and their countries of origin. Language Objectives: Social and Instructional Language Social and Cultural Traditions and Values Information Gathering

Language Arts Reading (Informative) Speaking (Informative and Discussions) Writing (Informative) Listening (Descriptive and Informative Information)

The Language of Social Studies Cultural Diversity and Cohesion Federal, Civil, and Individual Rights Human Populations Civilizations/Cultures Cultural Issue and Inequalities WIDA Standards Level 4 - Expanding

ELP Standard: 5 - Language of Social Studies Compare/contrast the economic trends of regions or countries from oral discourse, maps and charts: Level 5 Bridging Evaluate impact of economic trends on regions or countries from oral reading of grade level material Discuss federal, civil or individual rights in U.S. or native country and their personal impact using visual support Explanation of how standards will guide the lesson content Yesterday, we covered inequalities in the world and discussed various means of advocating for social change, particularly in the case of women. Today, with the help of the above article mentioned on Wamdas official website, students will have more practice discussing and evaluating the economic systems and the challenges felt by women in their own countries, the U.S., and the Middle East. Visuals/Resources/Supplementary Materials: 12 Initiatives Working to Empower Women in the Middle East, (see resource list), its accompanying worksheet, a brief quiz sheet for the freewriting exercise on Oil in the Middle East (King, 2006), the video Special English Economics Report: How High Will the Price of Oil Go this Time? (Presutti, 2011), and a COW (computer on wheels with a projector). Key Vocabulary: Labor, development, economy, World Bank, International Monetary Fund, enterprise, entrepreneur, invest, income, funding. Detailed Sequence of the Lesson: Time/Part of Lesson 15 minutes / Presentations on the 12 initiatives Objectives/ Rationale In pairs, students will present to the rest of the class their findings on initiatives to empower working women in the Middle East. / Teacher Activities Teacher will pull up the website for each womens business initiative in the Middle East and have it on the projector as Learner Activities Ss will present on their selected initiatives for working women in the Middle East; Ss will number 12 blank spaces on sheets of notebook paper Discourse Pattern Ss-Ss Ss-T T-Ss Assessment Students will turn in their notes on these presentations to be graded.

(Richards, 1990)

students talk about each one;

5 minutes / Economic opportunities for women around the world

5 minutes / sharing

5 minutes / A brief quiz on the book Oil in the Middle East (King,

Teacher will ask questions for clarification and scaffolding. In groups of T will project four, students these will answer questions on the following the screen 3 questions: and circulate 1. Is it easy or around the hard for room to women to provide any earn money clarification in the Middle necessary. East? Why? 2. Is this true or false in the United States? 3. Is this true in your country of origin? / (Richards, 1990) The groups T will will share on redirect any difficulties in answers and their home scaffold countries and responses as compare and necessary. contrast / Mendelsohn & Rubin (1995) Students T will perform a distribute freewriting quiz sheets exercise among the summarizing students;

and write one interesting fact in each space that they learned from the presentations.

Ss will draw on prior knowledge of the U.S. and their (parents') countries in order to compare the relative difficulties of women's finding employment.

Ss-Ss Ss-T

T will grade each group on responses to the three questions in terms of responding on topic and making adequate comparisons between the three areas.

Ss will present summarized responses to the three questions.

Ss-T T-Ss

T will make notes of students' responses in order to use in future lesson planning.

Students will write as much as possible on the book in 5 minutes

T-Ss

Teacher will evaluate students' retention of details which

2006)

their thoughts on Kings (2006) Oil in the Middle East . /(Lee & Van Patten 1995)

5 minutes / Sharing of thoughts on the book

Students will be selected at random to share their thoughts on the book. / Omaggio Hadley (2000)

As each student turns in their quiz; T will distribute article titles dealing with economics in the Middle East chosen at random for which the student will fill out a current events worksheet in order to share tomorrow. T will select students at random to share relevant details on the economy from the Oil in the Middle East

interested them in the book and grammar usage.

Students will share their thoughts they just jotted down and will then turn their quiz sheets in to T.

T-Ss Ss-T

T will make notes of students abilities to speak after having had scaffolds in reading on the topic of Middle Eastern economics and then writing about it. T will assess student's attentiveness and note-taking behaviors.

5 minutes / Special English Economics Report: How High Will the Priice of Oil Go this Time?

Students will watch the video Special English Economics Report: How High Will the Price of Oil Go this Time? as a reinforcement

T will sit strategically during the video to ensure that students pay attention to the video.

Ss will watch the video to answer the following question: What is one way in which the Middle Eastern economies affect you every day?

ProjectorSs ProjectorT

5 minutes /The relevance of the Middle Eastern economies

for the relevance of economics in the Middle East. / (Richards, 1990) Students will share responses to the video's main question / (Anderson& Lynch,1988)

T will ask students whether they have felt the effects of rising fuel costs; Upon receiving enough responses, T will distribute the Thrombosis in the veins of petroleum activity pack and dismiss the class.

Ss will share their observations on the Middle Eastern economies worldwide effects; Ss will note the directions for assignment on the poem Thrombosis in the veins of petroleum before dismissal.

Ss-Ss Ss-T S-T

T will assess students freewriting exercises the following afternoon and return them graded the next morning.

Accommodations: Students with no Internet access may request print copies of web pages and articles required for assignments. Also, although the goal is to call some students at random, our students who have demonstrated marked difficulties in participating may opt to share their answers before class or during afternoon tutoring. Additionally, for our four Spanish-speaking students in the development state, we will provide a print-out of this lesson plan so that they will know what to expect beforehand. Homework & Extended Activities: Tomorrow, we will continue discussing economic features in the Middle East. Students will also be assigned, at random, one of 9 articles individually to write about with the current events worksheet. Finally, they will complete the "before you read" section of the activity guide for the poem Thrombosis in the Veins of Petroleum by Palestinian poet Taha Muhammad Ali. Linkage to Other Disciplines/Intelligence: Economics, gender studies, geography, literacy. We will exercise the interpersonal intelligences by fostering civil discussions about others cultures. Reference:
Anderson, A., & Lynch, T. (1988). Listening. Oxford: Oxford University Press.

Brown, G., & Yule, G. (1983). Teaching the spoken language: An approach based on the analysis of conversational English. Cambridge: Cambridge University Press.Lee, J. F., & VanPatten, B. (1995). Making communicative language teaching happen. Boston: McGraw-Hill. Mendelsohn, D. J., & Rubin, J. (1995). A guide for the teaching of second language listening. San Diego, CA Dominie Press. Richards, J. C. (1990). The language teaching matrix. Cambridge, England: Cambridge University Press. Spivak, G. C. (1988). Can the subaltern speak? Basingstoke: Macmillan.

Notes: Since we discussed women in the Middle East, it seemed expedient to build on some of those recently-activated schemata so that their comprehension of women in the Middle Eastern economies could then translate into successful comprehension of general economics in the Middle East. This goes in line with Richards (1990) views on the use of existing schemata to bolster comprehension (top-down) rather than a disciplined exercise of individual words and phonemes (bottom-up). We also know that speaking comes through listening and vice versa (Mendelsohn & Rubin, 1995). Anderson & Lynch (1988) have validated this claim as well. Thus we have added listening and speaking activities based on readings and videos in this video. The free-writing exercise is in line with Lee & Van Pattens (1995) recommendations for summative assessments that resemble the units formative assessments. We consider this style as an acceptable means of assessment since it resembles the others in format and skills that are exercised. Finally, although only ten articles have been selected in this class of 20 students to share during current events time the following day, we have done so to highlight distinct student perspectives on the same issue. In this way we will gain a greater insi ght into the classs needs to understand specific facets of Middle Eastern cultures in order to listen effectively (Brown & Yule, 1983).