Session Activities
Timing Tool
Criteria Comments
1.What are stereotypes?
Warm-up activity: What do you know about stereotypes?
10'
Introducing the term
“stereotypes”: Video-presentation Stereotypes kill ideas.
5' Gradebook
Participate actively in conversations in the classroom.
Teacher observation Understand the main idea
of real documents.
Pre-test: General ideas
about stereotypes. 15' Gradebook
Understand general and specific information in written texts.
Teacher observation Stereotypes about UK:
Glogster poster as a model for the final presentation.
5' Gradebook
Show a respectful attitude towards other cultures.
Teacher observation
Guessing the word:
Vocabulary activity. 10' Gradebook
Understand general and specific information in written texts.
Teacher observation Homework: Matching the
first part of a description with the second part.
H Gradebook
Understand general and specific information in written texts.
Teacher observation
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
2. Stereotypes at high school
Introducing the topic:
PREZI presentation. 15 ' Gradebook
Participate actively in conversations in the classroom.
Teacher observation Show a respectful attitude
towards other cultures.
Glee (TV series):
watching excerpts of a chapter and answering some questions about it.
20 ' Questioning
Understand the main idea of real documents.
Students’ answers to questions about the video related to stereotypes.
Discussion: Discussing the answers of the previous questionnaire.
15' Homework: Writing a
description of one fictional character.
H Rubric
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher uses the rubric to grade the activity.
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
Session Activities
Timin Too Criteria Comments
3. From stereotypes to discrimination
Jigsaw task 1: Becoming
experts. 10'
Jigsaw task 2: Sharing the
information. 20' Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher observation Participate actively in
collaborative work.
Jigsaw task 3: Individual
test. 10' Test
Understand general and specific information in written texts.
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
4. Gender stereotypes
Introduction: Discussing
picture. 5'
Collaborative writing:
Writing group opinion on gender stereotypes.
20' Rubric
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher uses the rubric to grade the activity.
Use of ICTs.
Co-evaluation
questionnaire 5' Survey Participate actively in collaborative work.
Mind map: Summing up
the unit (Webspiration). 15' Gradebook Participate actively in collaborative work.
Teacher observation Homework: Completing
the mind map. H Gradebook Participate actively in collaborative work.
Teacher observation
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
5 & 6. Oral presentations
Oral presentations + feedback + peer-assessment
10' /
group Rubric
Use of formal and informal language in written and oral communication.
Teacher uses the rubric to mark the activity.
Understand the main idea of real documents.
Understand general and specific information in written texts.
Elaborate different kind of written or oral texts in a semi-controlled way.
Use of ICTs.
Show a respectful attitude towards other cultures.
Participate in correction, and self-assessment and peer- assessment.
Participate actively in collaborative work.
Nothing is what it seems Assessment chart
Session Activities
Timing Tool
Criteria Comments
Homework: Uploading the presentations on the discussion forum, and commenting them.
H
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
A. Reinvent yourself!
What makes a good oral presentation?: Matching rubric category with its definition, and deciding the order of importance on digital board.
20'
Voki: Creating an speaking avatar describing itself, and uploading it on the forum.
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
B. Presenting cultural stereotypes
Guess the continent:
Deciding which continent each word cloud refers to.
5' Become experts: Reading a text about cultural stereotypes on one continent.
10'
Information quest: Asking for information on the other texts to complete a grid.
10' Gradebook
Participate actively in conversations in the classroom.
Teacher observation Use of formal and informal
language in written and oral communication.
Understand general and specific information in written texts.
Participate actively in collaborative work.
Homework: Writing on the forum about the most surprising cultural stereotype.
H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher observation Use of ICTs.
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
Session Activities
Timin Too Criteria Comments
C. Sing against stereotypes!
Jumbled song: Putting the verses in order, and commenting the ideas on stereotypes from it.
25'
Translators for a day:
Translating one of the given songs.
25' Performance
Use of acquired knowledge about the linguistic system of the foreign language in different communicative contexts, as a self-learning tool.
Teacher makes sure that students have translated by themselves, and they have not copied.
Use of ICTs.
Homework: My class blog H Gradebook
Elaborate different kind of written or oral texts in a semi-controlled way.
Teacher checks that students have written at least 3 posts on their web.
Use of ICTs.
Comment: As the whole unit is digital (Wikispaces), the assessment criteria “Use of ICTs” would be applied to all the activities. However, we have only included it in the grid in those activities with an extra use of ICTs.
ANNEXES
ANNEX 1 SOURCES
I
MAGES All photographs appearing in this unit were on Flickr (www.flickr.com) under a Creative Commons licence.
Picture in Session 4, Activity 4.1: Rocío Morales Herrero.
All word clouds created with Wordle (www.wordle.net).
V
IDEOS Video Stereotypes kill ideas (Session 1, Activity 1.2):
Hum.as a.k.a. cHappy!
All videos in Session C: YouTube (www.youtube.com), subtitled with dotSUB (dotsub.com).
Nothing is what it seems Annexes