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Day #2 Theme or Concept to be Learned: Middle East Cultural Issues and Inequalities Age/Grade Level: 16-17 years of age

e / 11th grade Public School

Time Required: 45 minutes

Overall Goal of the Lesson: The students will be introduced to cultural issues and inequalities in the Middle East by reading two different narratives from young women in the region. The students will have a basic understanding of the struggles and trials these two women had to endure in order to gain the rights and freedom they desired.

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.11-12.3 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. CCSS.ELA-Literacy.RH.11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. 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.RH.11-12.9 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. 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. d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

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.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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. (Grade-specific expectations for writing types are defined in standards 13 above.) 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.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). 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 (See below)

Language Objectives: WIDA Standards Social and Instructional Language


Social and Cultural Traditions and Values Information Gathering

Language Arts
Reading (Informative and Narrative) 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 Locate visually supported information on social issues (e.g., in newspaper, magazine, or website articles). Interpret visually supported information on social issues or inequities from various news sources.

Explanation of how standards will guide the lesson content The GPS and WIDA Standards above will be combined throughout the week with the theme of encompassing the Middle East. During the week, students will read, write, listen, speak, and discuss the region, culture, and inequalities present in the Middle East. Students will encounter an interwoven connection between the language of language arts and the language of social studies through their writing and discussion of research articles. Through the different modalities, students will participate in informative discussions, journal prompts, and reading informative articles.

Visuals/Resources/Supplementary Materials: Lewis, K. (2013, September). Malala The Powerful. Scholastic Scope, 62, No. 1, 4-9.} If you were Malala, how would you fight for an education? Do you believe it was okay for Malalas father to allow women to attend his school even though it is illegal? Al-Sharif, M. (2012). Driving my own destiny. The Virginia quarterly review, 2, 96-101.

If you were Manal, how would you advocate for women in your country? Key Vocabulary: Religion, inequality, cultural issues, hijab, rights (freedom), suffrage, advocate

Detailed Sequence of the Lesson: Time/Part of Lesson 9 minutes Warm-up Objectives/ Rationale The students will answer the Essential Question based on the research they completed from the night before with a partner. Essential Question: Discuss a current event or inequality in the Middle East? (Richards, 1990) The students will state aloud for the class some of the current events or inequalities they wrote about (Tracey & Morrow, 2006). Students will divide Teacher Activities The teacher will read the Essential Question aloud and state that students can work with a partner to write about any current event or inequality in the Middle East. Learner Activities After hearing the Essential Question, students will have 7-8 minutes to discuss and write on the current event or inequality in the Middle East. Discourse Pattern* Teacher directed with partner work T-Ss S-S Assessment

Can the students identify and summarize a current event or issue in the Middle East?

5 minutes

The teacher will ask students to volunteer to speak aloud what they wrote and researched for the Essential Question. The teacher will first ask

The students will speak about information they included in their assessment.

Teacher directed and whole group T-Ss Ss-T Ss-Ss

Discussion assessment: Did students complete the research and identify a current event or inequality?

1 minutes

The students will quickly

T-Ss Ss-Ss

themselves into two different groups.

the class to divide into two groups, after, the teacher will pass around two different articles (see references). The teacher will provide the students with discussion questions. The teacher will also walk around and listen to the groups discussing the article and guidance questions.

divide into two separate groups and begin passing out the articles to the members of the group.

20 minutes

Students will read the article and begin discussing items relevant to the article. Guidance questions will be provided to the students in order to facilitate an on-task discussion (Eckert, 2008). Students will assign one group member to summarize their article to the class. The students will have 5 minutes to summarize the article for

The students read the article and discuss items relevant to the article.

Ss-Ss

Discussion participation: Are the students participating in the discussion?

10 minutes

The teacher will state that the groups should have one person present a summary of the article to the class.

The students will listen to the summary presented by other classmates and ask any questions that arise.

S-Ss S-T

Are students actively listening to the presenter and asking relevant questions?

the class (CelceMurcia &Hilles, 1988). Accommodations: Prior to the lesson, the teacher will meet with 4 students who have very limited English language proficiency. The teacher will provide the articles and brief summary to these students early and orally discuss the assignments for the day. The students will orally discuss with the teacher the current event or inequality they researched for the previous lessons homework. Homework & Extended Activities: Tomorrow, we will begin discussing economic features in the Middle East. Students should look up the gross domestic profit for at least four Middle Eastern countries and identify the product that has contributed to the majority of the profit. Linkage to Other Disciplines/Intelligence: Language Arts, Literacy, Think-Pair-Share, Research, Current Events. We will exercise the interpersonal intelligences by fostering civil discussions about others cultures. References: Celce-Murcia, M., &Hilles, S. (1988). Techniques and resources in teaching grammar. New York, NY, USA: Oxford University Press. Eckert, L. (2008). Bridging the Pedagogical Gap Between Literacy and Reading Theories in Secondary and Post-Secondary Literacy Instruction. Journal of Adolescent and Adult Literacy, 52(2), 110-118. Richards, J. C. (1990). The language teaching matrix. Cambridge, England: Cambridge University Press. Tracey, D. H., & Morrow, L. M. (2006). Lenses on reading: an introduction to theories and models. New York: Guilford Press. Notes: References used demonstrate techniques in designing a lesson plan and accurately implementing the content material with a connection between literacy and reading comprehension. By presenting the material in certain presentations, the learner can be encouraged to comprehend more content (Celce-Murcia et al., 1988). It is also important to continue to grow as an instructor through research and observations in order to better educate your students. In providing material and assessments, the instructor should always follow the motto of developing assignments that are challenging yet realistic (Tracey et al., 2006).

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