Lesson Overview

Approximate Time Required: 25 minutes

Steps & Teacher Directions:

Welcome the class to a new unit on Girls’ Education! (Be clear about what they’ll do in class, why, what the day’s plan is, what the goals are, etc…).  Read the SWBATs or have them posted in the classroom.

Give instructions for the warm-up activity:  Explain that students will read an excerpt from malala.org that lists 8 reasons why girls’ education is a social issue – an introduction to the topic (You might briefly explain who Malala is, and mention that they’ll hear about her again this unit).  Students will read the text aloud with their group members and annotate (mark or circle any unknown words). Lastly, students will write a 2-sentence summary of the main points from the text. Assign students to groups of 2-3 students, pass out the reading (printed or digitally), pass out the worksheet, and allow 12-15 minutes for them to read and write their summaries. 

Next, have a few groups share their 2-sentence summaries and their annotated / circled words with the class.  As groups mention the words they didn’t understand / new vocab from the text, encourage the other groups to help define or explain those new words.  You may also want to write those new words on the board or on a giant post it in the room.

The Worksheet and article students will need for this activity are linked above under "Materials."

Approximate Time Required: 15 minutes

Steps & Teacher Directions:

Before playing the video (linked above under "Materials"), facilitate a Think-Pair-Share style class discussion.  In this discussion, students will get a chance to informally make predictions about the video and draw upon their background knowledge.  First individually, then in their pairs/groups of 2-3 , and finally as a whole class, have students consider and discuss the following Qs:

1. Based on the text, what do you think the video will be about?

2. Why do you think this topic is important?

3. What do you already know about girls' education (from today's reading or from your knowledge prior to today)?

4. Can you predict a few more keywords that might appear in the video? What vocab might they use? 

This is a spoken class discussion – students don’t need their worksheet for this part.  If they prefer to write ideas before sharing in this discussion, they can write on the back of the worksheet (linked under "Materials").

Approximate Time Required: 15 minutes

Steps & Teacher Directions:

Before playing the YouTube video, let the class know they’ll be hearing the video twice.  The first time, they should listen closely and try to get the gist of the video.  The second time, they should listen specifically for the answers to the blanks 1-6 on their worksheet (linked under "Materials"). 

Review questions (#1-6) as a whole class, having each group contribute.  When they share their answer, have a volunteer read the entire sentence aloud. 

Approximate Time Required: 15 minutes

Steps & Teacher Directions:

Students will now get a chance to be competitive!  This game, called “Grab the word,” is adapted from Wilson (2008).  Explain that students’ groups of 2-3 will join with another group to create a table of 5-6 students.  In that larger group, they’ll play a game (similar to spoons if they’re familiar) in which they listen for the vocabulary word the teacher calls and try to be the first in their group to grab its corresponding notecard from the notecards placed face up in the middle of the table (each table/group plays their own “game”).  

To win, the student who grabs the notecard off the table first must also define it, explain it, or give a synonym.   Say the words loudly and clearly. Use words from the video and re-used vocabulary (examples: equality, , inclusive, opportunity, society, stereotype, classroom, etc… )

Each group will need its own stack of flashcards (the same in each group).  Printable cards can be found under "Materials".

 Approximate Time Required: 15 minutes

Steps & Teacher Directions:

Instruct students to stay in their groups of 5-6 for this last activity.  

Each table or group of 5-6 should collaboratively come up with a possible solution to the issue of girls’ education.  They should do their best to be creative and inventive and may need to review pg. 1 of the reading which listed the reasons many girls lack educational opportunities (i.e.: cost – students should think of a solution to this problem, such as local charities/donors, setting up public schools or low-cost online schools, etc…).  If students are still stuck, pg 2 of that warm-up reading listed a few brief ideas for future steps (malala.org).

Suggestion: have groups pick one scribe and one spokesperson – the scribe will jot down the group’s ideas on their worksheet as they brainstorm a solution, and the spokesperson will informally present their idea to the rest of the class.  

After ~6-10 minutes or once each group has developed an idea (doesn’t need to be perfectly realistic or polished – this is just a brainstorm session and preview at this unit's final project), each group’s scribe should share their idea aloud to the rest of the class (~5 minutes).

The space for students to jot down / brainstorm a solution is the last section of the lesson’s worksheet, available under "Materials."

Students may refer to the malala.org reading also linked under "Materials."