Lesson 2: Inclusive Outdoors

The title of of this lesson is Understanding Women's Health. Throughout the lesson, students will gather knowledge to answer the question: "What is women's health?" Students will also be able to identify key vocabulary related to women's health. They will also be able to summarize main ideas from “Breaking the Silence on Women’s Health” by Ann-Marie de Lange. Also, as noted above, they will express personal opinions and experiences related to women’s healthcare using discussion language. Lastly, they will begin discussing how to navigate healthcare systems, challenge stigma, and advocate through the English language. The class will begin with a listening activity: Breaking the Silence on Women’s Health. Then, there will be a speaking activity: Women’s Healthcare in My Culture. Lastly, there is an Exit Ticket to end the class: Graphic Organizer.

The following materials are needed: 

• Slides: Appendix A

• Printed Transcripts (one per student): Appendix B 

• Graphic Organizer (one per student): Appendix C

• Vocabulary Handout (one per student): Appendix D 

Introduction:

• Introduce the unit’s subject to Ss: Understanding Women’s Health

• Explain objectives for today’s lesson and agenda (see slide 2-3 in Appendix A)

• Introduce to the class that we will begin with a Listening Activity: Breaking the Silence on Women’s Health (slides 4-5, Appendix A)

• Distribute Unit 1 vocabulary list (Appendix D) to each S for support throughout the lesson. 

Listening Activity:

Before:

• Inform Ss that we will explore vocabulary before listening to the Ted Talk

• Review each vocabulary as seen in Appendix A, slides 7-16; however, for the first vocabulary explain the word Hysteria and ask Ss how does that diagnosis make you feel? Discuss with a partner

• When describing vocabulary, use each term in a sentence then ask the Ss for a volunteer to use the term in a new sentence.

• On the last vocabulary term, Research Gap, explain to Ss the phrase: “It is a black hole in research”. For example, we often use the term “black hole” to describe things that are not well researched or have a lack of knowledge on the subject matter. There is a black hole in the field of female bodies in neurology. 

• On slide 17, ask Ss to turn to a partner and think about the questions on the board. How do you think women’s health was treated in history? Are men and women treated equally in healthcare? Ask for a few volunteers to share what they discussed in pairs to the class 

During:

• Play the Ted Talk by Ann-Marie de Lange on “Breaking the Silence on Women’s Health” (0:00-3:38)

• Tell the Ss that we will play the video two times. The first time the Ss should enjoy the video, listen for main ideas, and write down any questions about the content 

• Play the video at 0.75x speed

• Review the CCQs on slide 20

• After first listen, ask Ss if there are any questions

• During the second listen (1x speed), tell the Ss to recall the 10 vocabulary terms from the beginning of the lesson and as they listen follow the transcript and fill in the blanks with the vocabulary you hear (point out to Ss the word bank on the top of Appendix B). 

• Review the task with the CCQs on slide 23

• Play the video at normal speed

• After the Video, ask the Ss to go around the room and read out the transcript with the words they filled in (as a class). 

After:

• Inform the Ss that they will play a quick recall game about the video: True or False! Slides 26-27. Play the game as a class.

• Then move on to the discussion on slide 30

• Ask the Ss to pick 2-3 questions on the board and discuss with a partner or in a small group. Give Ss 5 minutes to discuss. Walk around the room to ensure Ss stay on task.

• If time, discuss all questions as a class.

Review Activity:

• See slide 31, tell Ss to look at the TedTalk transcript with a small group. Tell Ss to look for a quote that stands out to them. After choosing the quote, discuss the meaning of the quote with the group (~5 mins). Afterwards, ask Ss to choose one person to present the group’s quote and share: 

• The quote your group chose

• What does the quote mean to you?

• How does the quote relate to your personal or cultural experiences? 

• Review the task with the CCQs on slide 32

Mini-Presentation: Women’s Healthcare in the United States:

• Begin with an introduction to the next activity: Women’s Healthcare in the United States.

• From slide 34, present information about the US Healthcare System to the Ss.

• Slides 35-39 describe key vocabulary such as mental health, primary care, etc.

• On slide 40 discuss the inequality and lack of access that surrounds women’s health care in the U.S. such as the research gap in women’s health care.

• On slide 41, discuss where women get care; such as planned parenthood, community clinics, hospitals, and online platforms like Telehealth. 

Speaking Activity:

• Ss will then create short speeches on their personal and cultural experiences with women’s health care.

• On Slide 43 walk Ss through the instructions. They will create a short speech about their personal experiences and use what they learned from the presentation and discussion. 

• Ss will use a graphic organizer to help organize their thoughts (see Appendix C, ensure Ss understand the graphic organizer).  

• Ss will plan their speech to be at least 2 minutes and at most 5 minutes 

• Ss will also be kept to 10 minutes to plan their speech (see slide 45 for timer)

• Ensure Ss understand what is expected of them through the CCQs on slide 44

• Afterwards, Ss will present their speeches in small groups of ~3. Ss should speak for a minimum of 2 minutes, but maximum of 5 minutes as noted prior.  

• Every S will fill in the graphic organizer by listening to each group member's speech (Appendix C).  

• Ss will have 20 minutes to complete this section of the activity.

Closing/Exit Ticket:

• Do you have any thoughts or questions about this unit?

• Turn in Graphic Organizer (Appendix C).