Student name: Ashleigh Joseph

Student ID: 2096130

Lesson Plan- Girls and Womens Rights Violations Throughout the World
Curriculum Area

Womens Studies

Year Level 11

Learning objective
(from Unit Overview)
for this particular
lesson

Students will be able to demonstrate their comprehension of womens

experiences around the world and within different cultures and
contexts, and be able to criticise and compare them to their own
experiences of gender discrimination.

Essential questions for

this lesson

What are the causes and contributing factors to humans rights

violations on women throughout the world, and how does this change
from one culture to the next.

Lesson number from

unit plan sequence

Lesson 3 of 8

Suggested content or
outline of lesson
Using the information
from your preassessment task design
a lesson based on
different levels of
readiness.

1. The teacher will instruct each student to share with the class
which culture and issue/s they have chosen to do their assignment
on.
2. The teacher will then go through each Main Course on the
learning menu, and break down the tasks - explaining to the
students what they will expect from each assignment.
3. The teacher will then instruct the students to begin their
individual research and assignment planning.
4. During this time, the teacher will visit each student and discuss
with them which Main Course they have chosen, how they are
plaining on conducting further research, and how they are going
to use their research in their assignments.
5. Lastly the teacher will go through the rubric for the assignment so
the students have clear knowledge of what is explicated of them.

Check for
understanding
i.e. exit card

Since this is a small class, it makes it possible for the teacher to move
around the classroom and speak to each student individually about
their intentions for their assignment and their understandings of the
unit.

Visual, verbal, tactile

and technological
supports

The teacher will need the use of a Smart Board or projector to

project the Learning Menu and Rubric. The students will also have
access to Macbook Pros in classroom, should they choose to the
awareness campaign part of the assignment and need the use of
iMovie.

Instructional
approaches
i.e teacher directed,
strategy instruction

This occurs mildly throughout the whole class, since it is individual

research based, but most specifically during the breaking down of
each task, discussions with each student, and analysing each handout.

Resources or
supplementary
materials

(In order handed out to the class) Learning Menu contract, Learning
Menu, Assessment types and styles handout, SACE performance
standards for Stage 1 Womens Studies, and the Assessment Criteria.

Classroom
environment
what have you had to
change to meet
student needs

This is a class of 18 girls, some who come from diverse backgrounds.

Hence why Ive had to differentiate each one of my unit plans to suit
by interest and/or trigger warnings. Womens Studies is a topic
that contains context that may contradict certain cultural beliefs of
bring up past negative experiences in the students. The subject
matter needs to be approached very carefully, with clear warnings
proceeding anything that is potentially inflammatory.

Length:

100 minutes

Student name: Ashleigh Joseph

Student ID: 2096130

Differentiated Learning Menu (linked to Ass 1 content)

Topic: Women and Girls experiences in other cultures
Curriculum Area: Womens Studies
Year Level: 11
Lesson no(s): 12 lessons total - 4 per week. Leaning Menu unit begins lesson 2, week 1
Brief description: The learning menu is the work for the full unit. The students will have an
introductory lesson to the topic, where the teacher will briefly go over certain issues throughout
the world, and how womens and girls lives differ in some cultures. During the next lesson the class
will begin the learning menu.
Learning Objectives: As a result of completing
the Learning Menu activities, the students will:

This Learning Menu is differentiated by (Mark

all that apply):

Students will be able to know that in many

cultures throughout the world women and girls
are at an extreme disadvantage due to cultural
beliefs about gender.

Readiness: I have differentiated the class

in terms of readiness because the issues and
subject matter in Womens Studies can be
confronting for certain students, as they may
conflict with cultural understandings and/or
upbringings, and/or depress certain students.
So I have designed the issues study Learning
Menu in a way that students will be fully aware
of how these issues directly effect people
before they begin their deeper research. This
will help prevent any conflicts mid way through
the assignment.

At the end of this unit students will be able to

discuss and articulate the factors that
contribute towards the ideology that drives
their chosen issue and draw upon their
knowledge to spread awareness and propose
possible solutions.

Interest: Some students may want to

choose their issue based on their own
knowledge and/or passion for activism for a
certain topic. This Learning Menu is also
differentiated by interest in terms of the
different options the students have to
demonstrate their learning: some students have
a greater interested in design or IT, for
example.

At the end of this unit students will understand

the links between patriarchy, power and
ideology, and how it manifests in other
cultures.

Learning Profile: Ive made an effort to

provide a variety of task options, so that
students can choose the option that best suits
their learning style.
When and how this Learning Menu will be
used in the context of the unit?
The students will have one introduction lesson
to the unit and then be given the learning
menu, which will be the rest of the units work.
Assessment criteria: The students will be
graded against the rubric, with each
performance standard worth 30%. The students
will also be graded for their choice and
assignment and how well they used that
medium (worth 10%).

Student name: Ashleigh Joseph

Student ID: 2096130

Explanatory Notes

How does your Learning Menu represent a differentiated task?

Daniel Willingham claims that you need to give students a chance to use their
favoured learning style, or else risk disengagement (Willingham: 2015), so I tried to
incorporate multiply learning styles into my learning menu, so that every student
in my class would be able to access the information (Sternberg: 2015). Im aware
of how text rich certain topics can become during the SACE years, and how
difficult that is for students who have different literacy readiness, so breaking
down the leaning menu task by task, I included:
A range of TED videos - The TED videos were an excellent resource in this task,
as the stories were told directly from victims and whiteness of the issues.
Because they are online videos of speeches, they can engage both visual and
auditory learners.
Choice of an issue and research methods - The first part of the further research
task is to choose which issue and culture the student will start to do their
research on. Im giving them the freedom to do this, keeping in mind that some
of these potentially inflammatory issues may upset some students, and trust
them to pick an issue which they will engage in more. In my experience, some
students even find that they have a particular passion for activism about a
certain issue that they see as more offending then others, so either way they are
free to choose what they want. I also deliberately left the entree task open
ended, leaving the students to conduct their own research that would teach
them bout the issue the best, but reminding them that the evidence they used in
their final assessment would need to be from reliable sources and properly
referenced. By year eleven the students should know how they learn best and
use this opportunity to seek out information on their chosen issue that reflects
their learning style.
A variety of assessment tasks - The main assessment is the most differentiated
task in the learning menu. Again it gives the students to opportunity to choose
which task that will either reflect their learning strengths or challenge them. I
know that some students (like myself) find learning things easier when they can
match the theory to real life circumstances, which is why I choose the case
study. The essay is a genetic option of assessment that most subjects use, and
some students find familiar and comfortable. The awareness campaign is to
engage the creative and visual learners and is probably the most differentiated
task out of them all because it includes the least amount of literacy, but in no
way less work. The film/book review is to engage the visual and literacy
learners, who would benefit from either seeing a film or reading a book about a
real life account.
Short answer blog - The last task asks the students to summarise their learning
experience by blogging a short answer question. There is no expectation of
higher level literacy skills for this task.

Student name: Ashleigh Joseph

Student ID: 2096130

References:
Daniel Willingham. (2015). Daniel Willingham's Learning Styles FAQ. Available:
http://www.danielwillingham.com/learning-styles-faq.html. Last accessed 9th
April 2015.
SACE: Government of South Australia. (2015). Womens Studies 2015 Subject
Outline Stage 1 and 2. pg 22 - 23
Sternberg, Robert & Zhang, Li-fang 2005, 'Styles of thinking as a basis of
differentiated instruction', Theory Into Practice, vol. 44, no. 3, pp. 245-253.
The University of Queensland. (2015). Types of Assignment. Available: http://
www.uq.edu.au/student-services/learning/types-of-assignments. Last accessed 7th
April 2015.

Student name: Ashleigh Joseph

Student ID: 2096130

Appendix 1 - Learning Menu Contract

Year 11 - Womens Studies
Womens rights around the world:
Learning Menu Contract

Women and Girls in Dierent Cultures

I,

- hereby declare that I will knowledgeably and with great conviction

undergo the following tasks outlined in the Year 11 Womens Studies: Women and Girls in Different Cultures
learning menu of 2015.
This includes, but is not limited to:
Watching at least two TED videos linked under the Appetiser list.
As underlined in the Entre section of the menu, choose an issue/ or issues that exist in a culture
other then a westernised one - and:

- knowing that I have a responsibility to myself and others to not choose an issue that could
potentially upset or be inflammatory to me, choose an issue that I can engage with
successfully.
With your skills and issue in mind, choose one method of analysing your issue/s as outlined in the
Main Course section of the menu. These may be negotiated and discussed with your teacher at a
later date.
Lastly you will blog a 200 to 500 word answer to one of the questions outlined in the Dessert
section of the learning menu, on the schools online forum.
The above is in accordance with the Stage 1 SACE Assessment and Reporting Guidelines of 2015.

Print name here

Date:

. Signed
/

Student name: Ashleigh Joseph

Student ID: 2096130

Appendix 2 - Learning Menu

Year 11 - Womens Studies
Womens rights around the world:
Learning Menu

Women and Girls in Dierent Cultures

Appetiser
- Watch https://www.youtube.com/watch?v=m-vyBpWueu4
Kakenya Ntaiya: A girl who demanded school
or
- Watch https://www.youtube.com/watch?v=a4n0zcsdoN0
Born a girl in the wrong place | Khadija Gbla | TEDxCanberra
or
- Watch https://www.youtube.com/watch?v=OHBaOyaltpU
Breaking the Cycle of Child Marriages: Zarif Sahin at TEDxRockCreekPark
or
- Watch https://www.youtube.com/watch?v=h_Xh5MXA7yY
Fighting forced marriages and honour based abuse | Jasvinder Sanghera | TEDxGteborg

Entree
- Pick an issue that exists for women or girls in a culture other than western culture, and begin your research.

Main Course
- Case studies of two women/girls - summarised with a comparison of the two
- 1700 word essay detailing an issue and how it differs between cultures
- Create an awareness campaign about an issue that includes: a poster, a 10 second radio advertisement, and
a 30 second television advertisement
- Film/book review - detailing whether or not the film/book accurately portrayed the issue

Dessert
- Blog a 200 to 500 word answer to one of the following questions:
- Who are the key figures resisting or fighting against the issue?
- What is the cultural ideology that drives the practice and who are the key perpetrators?

Student name: Ashleigh Joseph

Student ID: 2096130

Appendix 3 - Assignment Styles Task

Purpose

Audience

Tone

Research Essay

Answer a question
Present an argument
based on facts

Peers
Academic community
Teachers

Factual
Concise
Logical flow
Clear structure
Active voice

Introduction
Body
Argument
Counter argument
Conclusion
(Usually without
headings)

Lab/Prac Report

To explain what you

did
To draw conclusions

Peers
Researchers wanting to
replicate

Past tense
Step by step
Clear
Objective
Passive voice

Intro
Methods
Results
Discussion
Headings

Case Study

Examine a situation
Identify positives and
negatives
Make
recommendations

Factual
Authoritative
Concise
Easy to follow

Numbered headings
Table of contents
Executive summary

Review of an
Article

Evaluate or critique
the data, research
methods and results

Peers
People interested in the
item being review, or
your profession

Analytical
Evaluative
Present tense
Active voice

No headings
Brief summary
Comment on quality of
work

Literature Review

Identify key ideas

across literature
Understanding current
thinking
Find a gap for
research

Researchers
Academics
Fellow professionals

Formal
Objective
Tentative opinions
based on text

Intro, body, conclusions

without headings
Explanation of
similarities and
differences plus critical
comment

Annotated
Bibliography

Identify key articles on Researchers

a topic
Academics
Evaluate usefulness
Fellow professionals
of articles in relation to
topic
Inform others

Formal
Objective

Title of work listed

alphabetically by author
Indented 1-2 paragraph
summary and critique in
relation to topic

Reflective Journal

Identify your
understanding
Reflect on your
thinking
Understand how and
what you have
learned

Yourself

Project Report

To report on work
done or a plan for
work to be done

Often for an outside

organisation, such as
an NGO or government
organisation

Factual
Past tense (for work
completed)
Future tense (for
proposed work)
Present tense to
describe a current
situation

Professionals
Academics
Politicians
Public

Conversational
Thinking aloud
Can use I
Not formal, but still
clear

Structure

Refers to text, lectures

and practical situations
Links between formal
learning and personal
meaning

Title page
Acknowledgements
Executive summary or
abstract
Table of contents
Intro and body with no
headings
Conclusions/
recommendations
References/ bibliography
Glossary
Appendices

Student name: Ashleigh Joseph

(SACE: 2015. pg. 16)

Appendix 3 - SACE Stage 1 - Performance Standards Rubric - Womens Studies

Student ID: 2096130

Student name: Ashleigh Joseph

Student ID: 2096130

Appendix 4 - Assessment Criteria

Year 11 - Womens Studies
Womens rights around the world:
Assessment Criteria

Women and Girls in Dierent Cultures

Knowledge and Understanding:

/30
Identication and Analysis:

/30
Communication:

/30
Choice of Assignment:

/10

Total:

/100