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Description of Background and Context
This module is a part of the unit “Gender and Sports in the Middle East and North Africa”. Over the course of the unit students will learn about popular sports in the MENA region, how gender affects sports participation in the region and how interpretations of Islamic modesty impacts women’s participation in sports specifically, and women’s attitudes towards sports. This module specifically builds on previous modules where students learned about the definitions and origins of hijab as well as other articles of Islamic clothing, and the vocabulary associated with which parts of the female body must be covered. In this module students will read an authentic text (a blog post) which will give them insight into the feelings of Arab Muslim women who wear hijab and participate in sports. Later in the unit they will build upon the vocabulary and themes of the blog post to create a poster or a video promoting a sport to an Arab Muslim audience. The poster or video must appeal equally to men and women.
Learner Outcomes
I can understand the main idea of the blog post which is an authentic text
I can recognize the meanings of key words and phrases (see word list below)
I can write about a familiar topic and present information using a series of simple sentences and will do so when writing about the main idea of the blog post in the reflection section of the lesson.
Standards
World Readiness Standards addressed in this module:
Communication: Learners understand, interpret, and analyze what is heard, read or viewed on a variety of topics by reading and analyzing the blog post and analyzing via the shared class Google Doc where what they perceived to be the main ideas and how their perceptions match up to their classmates.
Culture: Learners use the language to investigate, explain, and reflect on the relationship between products and perspectives of the cultures studied by analyzing the practical requirements built into the design Nike Pro sports hijab
Connections: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures by reading about the perspective of Muslim female athletes and their thoughts about the new Nike product in the blog post.
Comparisons: Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own by comparing pictures of women in the Middle East exercising and swimming in non-sports clothes. Then expressing which they would prefer to exercise in: clothes like those in the picture or American sports clothes. Discuss: How similar or different are the clothes? Discuss the reasons for their choice and the reason for the women in the pictures choice.
Triple E Evaluation Rubric
Engagement in the learning
1. The technology allows students to focus on the assignment or activity with less distraction. 1
Explanation of Standard: The technology focuses student attention on two things - the blog post, with its pictures, and the Google Sheet which has spaces for the answers. All answers for the whole class will appear live on the Google Sheet. Thus students attention is not given a chance to wander due to papers being passed out or physically moving around the room to compare their written opinions with those of their classmates.
2. The technology motivates students to start the learning process. 2
Explanation of Standard: The reading for this module is a blog post, a form of technology, whose purpose is to spark the interest of the learner.
3. The technology causes a shift in the behavior of the students, where they move from passive to active social learners (co-use) 1
Explanation of Standard: Students work in teams to express opinions while using the Google Doc. Writing can be time consuming and typing even more so - therefore two heads are better than one in this scenario.
Enhancement of the learning goals
4. The technology tool allows students are able to develop or demonstrate a more sophisticated understanding of the learning goals or content. 2
Explanation of Standard: The whole class Google Sheet allows students to instantly see their classmates opinions and use them to inform and polish their own opinions. Thus the the technology facilitates students demonstrate more sophisticated writing and opinions.
5. The technology creates supports (scaffolds) to make it easier to understand concepts or ideas. 2
Explanation of Standard: The blog is a form of technology and the pictures on the blog help make the text and concepts of the written section easier to understand. Furthermore, simultaneously seeing what their classmates are writing while they are in the process of creating their own take aways, is very helpful and only possible via the use of the technology in Google Docs.
6. The technology creates paths for students to demonstrate their understanding of the learning goals in a way that they could not do with traditional tools 2
Explanation of Standard: Using Flipgrid students watch their peer's videos and comment on them. They can demonstrate their understanding of both their peers videos and the subject through these comments. Without technology students would not have been able to efficiently teach and learn from all of their peers in the classroom.
Extending the learning goals
7. The technology creates opportunities for students to learn outside of their typical school day. 2
Explanation of Standard: Explanation of Standard: Students can access all materials used in this lesson outside of school. Everything from the blog post, to the Google Doc, to the FlipGrid videos is online. Furthermore the homework for the lesson is to watch classmate created videos and post comments; this is a learning experience that happens outside of the typical school day.
8. The technology allows students to build authentic life skills, which they can use in their everyday lives 1
Explanation of Standard: Students will film their partner for the sake of creating a FlipGrid. Video making is an authentic life skill. Students will also provide constructive feedback and comments on classmate's FlipGrid videos, Providing appropriate feedback is an authentic life skill.
TOTALS ___14__/18
Activity Instructions:
Warm up (10 minutes T-Ss, S- T): Ask class to think about the types and brands of sports clothes they wear. Show them pictures from my iPad of people dressed appropriately and inappropriately for sports activities. Would they rather make their own sportswear or buy from a sports clothes company? Why?
Pictures:
1. https://goo.gl/images/iNtkD7
2. https://goo.gl/images/6mxfHE
Pre-Reading Task (5 to 7 minutes, T->Ss, S<->T, Ss ->T):
Blog post: https://blog.sssports.com/ar/نايك-برو-حجاب-متوفر-الآن/
Direct students to look at the title of the blog post and the pictures only. Elicit from class in Arabic, what they think the post might be about.
Reading Activity (10 minutes, S <-> S): Give students 10 minutes to work in pairs to read and negotiate the meaning of the blog post.
I. Key Word Recognition (10 to 15 minutes)
Divide class into two teams. The winning team will get a reward. Give students 5 minutes to work together to discuss their understandings of the article and the meanings of keywords. Pass out devices. Play a game of Q-Battle on Flashcards by NKO using the following vocabulary:
- وصل أخيرًا
- التمارين
- الملابس الرياضية
- ارتدته الرياضيات المحجبات
- خلال ممارسة
- تحقيق أهدافهن
- الصالة الرياضية
- تغطيةً كاملة
- أمرٌ أساسي
Practice them on Quizlet: https://quizlet.com/_51r2m1
II. Main Idea(s) and VII. Author’s Perspective. (10 Minutes) Using information from the article, provide the main idea(s) of the article in English.
Activity Steps:
- Open a shared Google Doc (embedded below)
- Make sure that no two people in the class are using the same color to type.
- Next using information from the article, provide the main idea(s) of the blog post in English and one to two sentences in Arabic.
https://docs.google.com/document/d/1Mtnkh4UalxM1AT_5oGmYw0evQ2dPe5MhFg9pVh1Gcbw/edit?usp=sharing
Personal Reaction to the Text
Finally, each of you will create a Flipgrid video recording their Personal Reaction to the Text. You must use specific information from the text to describe your personal reaction to the blog. Be sure to provide reasons that support your reaction.
Create your FlipGrid, password: AMLA 604
Homework: Watch and comment in Arabic on classmates Flipgrid videos.
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