GENDER EQUALITY LESSONS

These are prepared lessons for different partners. If you want to have it , it's easier ask directly to reference coordinator because here are pdf or other type files and isn't possible to download.

SLOVAKIA 

ENGLISH LESSON - DESCRIBING PEOPLE

(Lesson Plan)

Videolink: https://drive.google.com/file/d/0BzS-zdd1I1pJYlJzMUNZMGstdkU/view 

TIME: 45 minutes

GRAMMAR: verbs to be/ have (got) / can

VOCABULARY: nouns ( family members, jobs, hobbies, colours, body parts), adjectives (describing people - personality and appearance)

MATERIALS NEEDED: pictures (as attached), board, text (+ tapescript if possible)

PLAN:

Warm up (2-3minutes)

Ask children:  Do you like looking at photos / taking photos?

                        Do you have a photo at home / in your room?

                        Who is on that photo?

                        Where is it from?

Show picture 1 and ask:

                         What's on the picture?

                         What do you think, who are they? / ...where are they?

Reading / Listening (5-6 minutes)

Listen to / Read the dialogue:

        Sally: Hey Tom, look. I've got some photos of my cousins.

        Tom: Where?

       Sally: Here. Their names are Vicky, Livia, Jake and Leo. Leo's my favourite. He's got dark hair and brown eyes.

       Tom: That's a nice photo. Which one is Vicky?

       Sally:She's the girl with fair hair.

       Tom: She looks nice.

       Sally: Yes, she's very funny.

After reading ask:

                     Which people in the photo are Leo and Livia?

Then children can read the dialogue, to practise reading skills.

Study the key phrases from the dialogue (bold) and check their meaning in your own language to be sure children understand them.

Speaking (2-3 minutes)

Give children another 3-4 pictures of people with names (e.g.Picture 2). With weaker classes you can provide them with phrases like: green/blue/ brown eyes, long/short hair, dark/fair hair

Read aloud an example:

     A: Which one is Millie?

     B: She's the girl with brown eyes and long, dark hair.

Children practise mini-dialogues in pairs. At the end 1-2 pairs speak in front of the whole class.

Brainstorming (3-4 minutes)

Draw picture of one boy and one girl on the board (as in Picture3). Make children to write as many words as they can. They can write nouns or adjectives or phrases such as: friendly, funny, nice, tall, short, dark hair, fair hair, .... Tell girls to describe a boy and boys to describe a girl.

Writing (3-4 minutes)

Make students to write sentences, again boys describe a girl and girls describe a boy. They write:

   His/Her name is....

   He/She is....years old.

   He/She is friendly/funny....

    He/She has got blue/green eyes....

    He/She has got one brother/sister....

    His/Her hobby is swimming/reading...

One boy and one girl read their descriptions to the class.

Game (7-8 minutes)

"SIMON SAYS"

Children follow instructions of the teacher. They do the things only after words "Simon says":

    Simon says - everyone who has got long hair stand up/ clap your hands/ touch your nose...

    Simon says - everyone who can play football/hockey/guitar....turn around....

Make children to pay attention WHO is doing particular things.

Follow up (6-7 minutes)

Make children to tell you one information about their classmate they learnt during the game. E.g. Tom can play the guitar.....

Ask children to tell you 1-2 things that are typical for girls/boys. E.g. Girls have long hair. Boys can play football....

Ask children to tell you at least 5 things that are similar for boys and girls. They have got fair hair. They can swim. ...

They can look at the board with "brainstorming pictures" for help.

Discussion ( 6-10 minutes)

Look at the board with "brainstorming pictures". One by one show children pictures (Picture 4) and ask them questions:

    Who in your family can drive a car? Children answer - my dad/mum/grandpa... Tell them to stick the picture on board - if only girls can do it next to the girl, if only boys can do it next to the boy and if both can do it tell them to stick the picture in the middle, between the boy and the girl. Do the same with other pictures:

    Who in your family can cook/ is a doctor/ is a teacher/ is a vet/ can play football...?

At the end ask children what can they see. They should answer that all activities/things are "good" for both, boys and girls. Then write on the board above the pictures "EQUAL" and explain the meaning in your language.

If there is a time at the end of the lesson, you can play "Equality song".

 

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SPAIN

MULTIDISCIPLINARY WORKSESSIONS ABOUT GENDER EQUALITY

ICT, HISTORY, VALUES, ENGLISH AND ART

SPAIN

VALUES EDUCATION LESSON

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 Surveys results
 https://drive.google.com/file/d/0B7dSUoRafZJDd0JBT1VBV013dmM/view?usp=sharing

 Draws of pupils about Equality *******************************************************************

 SPAIN 

CIVIC EDUCATION LESSON

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 SPAIN 

 DOMESTIC EQUALITY; HOMEWORKS.

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SPAIN: DOMESTIC TASKS
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ITALIAN LESSON

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VIDEO OF THE ITALIAN LESSON 

ITALIAN LESSON 
MEDIUM SECONDARY SCHOOL CLASS

TEACHING UNIT: (IN)EQUALITY BETWEEN MAN-WOMAN: HISTORICAL ROOTS IN THE MIDDLE AGES

Addressees: classes IA-IB-IC-ID-IE

Teachers: Doffo Sara, Senigagliesi Francesca, Gisbussi Francesca, Cundari Angela, Doffo Letizia

Objectives

• Know some problems about nowadays women’s conditions, in different countries in the world, with particular reference to job discrimination
• Know women’s conditions during the Middle Ages, with particular reference to Europe, to Eastern Roman Empire and to Islamism Countries
• Grasp analogies and differences among women’s conditions toady’s and in the past
• Think about historical causes of the inequality among men and woman

Materials

articles:

http://www.repubblica.it/esteri/2015/02/25/news/allarme_di_lagarde_sessismo_sul_lavoro_c_un_complotto_contro_le_donne-108133381/

Book of History: Delbello, G., Lesanna, M., I segreti del tempo 1, Torino, il Capitello, 2008. In particular:

Step 1, Unit 6 “Home or Church”:

• Germanic women between home and battlefield
• Woman’s condition in the Eastern Roman Empire
• Women in the European courts
• Woman’s life in Europe: a lot of work, few progresses
• Women in Islamism Countries

Step 2, Unit 6 “To spin wool…”:

• Differences in women’s condition between North Europe and South Europe
• Differences in workers’ remuneration in the Middle Ages
• Women’s role in the courts
• Exclusion from education
• Women in the Church

Articles from magazine “Men and women in the Middle Age”:

• Family and marriage: the dowry;
• Monks and nuns;
• Friars and sisters;
• Countryman and countrywoman;
• The world of weaving and clothing;
• Only woman’s work.

Evaluation:

Oral assessment in progress,

Do a powerpoint presentation on women’s conditions today’s and in the Middle Ages

Times:

First part, February-March

Second part, May

THE HANDSOME AND THE WITCH
FROM THE DUTCH LESSON

"THE HOUSEWORKS"
FROM THE SPANISH LESSON

DESCRIBING PEOPLE

FROM THE SLOVAK LESSON

EQUALITY 

FROM THE TURKISH LESSON

EQUALITY 

FROM THE POLISH LESSON

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NETHERLANDS LESSONS

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POLAND

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The following-up activity to the Dutch Gender Equality lesson "The Handsome and the Witch" *********************************************************************************
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SPANISH INTERPRETATION ABOUT DUTCH LESSON

On 3th primary class we have worked about idea of dutch lesson: gender stereotypes in fairy tales. 

This is our own tale "St. George and the dragon" played in two ways: the original with gender roles and our own interpretation of gender roles.

We hope you'll appreciate it!

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SPAIN: ITALIAN LESSON ABOUT SALARY EQUALITY

Here are spanish pupils of 6thA class working in Italian lesson about Equality in working conditions and salary. Students investigate and visited some webs about it and teachers Marta Amores and María José Castillo explained them conclusions extracted for italian documents of lesson.

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SPAIN: POLISH LESSONS

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 TURKEY: EQUALITY LESSONS

EQUALITY LESSONS

 In our school, 6 second-grade  teachers done different versions of this scenarios at their classes.

https://www.youtube.com/watch?v=RQkkwxjBumU

https://www.youtube.com/watch?v=z5zB8yTZhPI

TITLE: Gender Equality

SUBJECT: Social Studies

LESSON TITLE: Peer Exclusion

THE TEACHERS AND THE SCHOOL: Gülten Yetik

Yeni Turan Primary School.

AGE OF THE STUDENTS: 8

LEVEL: 2nd Grade

TIME: 45 minutes

NECESSARY EQUIPMENTS: Course book, pictures, worksheets, Word Web tools

OBJECTIVES:

At the end of the course; the students

• will be able to behave equally eachother.

• will be able to collaborate eachother
• will be able to act
• will be able to use the internet to become more informed about the topic.
• will be able to identify equality vision
• will be able to recognize how bad is bullying
• will be able to identify people’s physical appearance.

• will be able to describe people and recognize the equality of gender.
• will be able to learn the types of jobs

Classroom Resources:

•    Bullying
• Anti-Bias Domain:
• Action

Problem: Sometimes a group of children won't let another kid play with them just because of their gender. Gender is whether you are a boy or a girl. Sometimes boys will say that a girl can't play with them. Sometimes girls will say that boys can't play with them.

Rationale: This isn't nice. It is wrong to exclude someone just because they are a boy or a girl, or because of their gender. Not letting someone play with you just because of their gender is called bullying, and bullying is not allowed at Yeni Turan Primary School.

Presentation:

Warm up:          

The teacher asks the pupils to fill the activity in annex 1 for identifing the differences of the games and the toys acccording to the gender.

0r

The teacher asks the pupils to fill the activity in annex 1 for identifing the roles of the people at home or around.

Questions:

What should you do if someone says you can't play in their game just because you are a boy or a girl?

You should answer: "You can't say, 'Boys [girls] can't play.'"

Case Practice

I. Okay, so let's practice what we should say if someone won't let us play with them because we are a boy or a girl! Ali and Veli are playing on the jungle gym, and Ayşe wants to join them, but they tell her that she can't. They say "Girls can't play this game." What do we tell Ali and Veli? One, two, three GO!

Answer: "You can't say, 'Girls can't play.'"

II. Good job! Let's try another one. Serap, Canan and Handan are playing on the jungle gym and Berke  wants to join them. They tell him, "Only girls can play this game." What should we tell Serap, Canan and Handan? One, two, three GO!

  

Answer: "You can't say, 'Boys can't play.'"

   

III. Good job! Let's try another one. Banu and Özge are playing in the sandbox, and Arda wants to join them, but they tell him that he can't because he is a boy. What do we say? One, two, three GO!

Answer: "You can't say, 'Boys can't play.'"

IV. Good job! Let's try another one. Ali and Umut are playing with blocks during playtime in class. Seda really likes playing with blocks and decides to join Ali and Umut, but they tell her, "Girls can't play with us today!"What do we tell Ali and Umut? One, two, three GO!

Answer: "You can't say, 'Girls can't play.'"

Follow up; At the end of the lesson the students are asked to draw some pictures related to the subject.

Annex 1.

	Thing I like to do	Things I don’t like to
Things I have to do
Things I couldn’t

Resource: http://www.tolerance.org/classroom-resources

Ps. We have inspired from this  website.