Students use the knowledge and reflection they have practiced in the past two lessons to think critically about symbols and concepts we see in modern culture, and at the end of the lesson will have produced their own film about a topic relating to gender.
Age & Level: B1 Intermediate, mid/high school
Length of Lesson: 90 minutes
Materials Needed: Printed speaking activity cards.
Learning Objectives
Students will be able to...
1. ... observe symbols and pictures of gendered ideas.
2. ... speak with one another about gendered ideas.
3. ... practice researching and utilizing relevant material.
4. ... discuss and reflect on lessons creatively.
Full lesson plan on Google Docs:
Warm Up: Adobe Spark Example
Time: 5 minutes
Mention ahead of time that showing this video isn’t meant as a language exercise, simply a light introduction. Let students know that they will get to create something like this!
Project the Adobe Spark example video to the class to introduce today’s activity.
EAL Transgender Symbol.mp4Activity: Card Prompts
Time: 25 minutes
Print out (and optionally laminate) a few sets of the speaking activity cards.
Instruct students to form pairs and place two (different) cards face down in front of each pair. The students will choose either role A or role B.
Student A will pick the card for student B to look at. B will then describe visual/implied details on the picture they see. ~5 min
A will attempt to discern what the picture is, and B can say something like “warmer” or “colder” as A poses ideas. When student A either gives an accurate interpretation, or is far too confused, student B reveals the picture and the two clear up any misconceptions.
Student B asks the discussion question at the bottom and A responds. Then student A asks the same question and student B responds. ~ 7 min
Announce to the class all at once that the students will now switch roles and do the same procedure again with a new speaking card. ~ 12 min
Practice: Adobe Spark Movie Making
Time: 35 min
In the same pairs as before, students will pick one of their cards to present about.
The teacher should project their screen as they go through the steps to creating a free account on adobe spark and starting a new video project. ~ 5 min
Students will spend 30 minutes creating an adobe spark presentation which include the pair taking turns verbalizing:
What they see in the picture (objects/people/symbols)
The discussion question written at the bottom of the card
Their answers to the discussion question
Supporting content like similar pictures, personal examples, etc.
*One external source must be used in the video
Assessment: Movie Premiere
Time: 12 minutes
In each pair from before, student A will watch one group’s video and student B will simultaneously watch another group’s. ~3 min
After watching the videos, student A explains the contents of their video to student B. Student B is then allowed to ask questions and make sure they understand. Then Student B explains the contents of their video to student A, and student A is also allowed to ask questions, etc. The teacher should mill around while this step happens to help with pronunciation issues and answer questions. ~ 4 min per student
*Option to repeat this viewing activity more than once if time allows
Wrap-up: Discussion and Questions
Time: 12 min
As a large group, the teacher now asks the class what the most interesting thing they learned during this unit was. Could pertain to the videos, gallery walk, or movie premiere.
End with a message for students to always remember to be their authentic selves