^{For audiofiles, text and questions go to Susham Bedi’s Page}             

^{Note: This module can be combined with अंतरराष्ट्रीय महिला दिवस}             

^{A. Proficiency Level: Intermediate High (3X75 min.)}

^{B. Objectives: Students will be able to:}

• ^{describe at least 5 differences and 5 similarities in gender relationships in India and the U.S.}
• ^{express an opinion about gender differences in India and the U.S. and provide several examples of tensions.}
• ^{argue a position about traditional vs. modern attitudes about dating and marriage and provide at least 5 arguments to support your position.}

^Language:

• ^{review: use relative-correlative sentences}
• ^{use aspects — continuous: बनी रहती है,चलता ही रहता है; intensifying:  बचते आए हैं and frequentative/iterative: आया जाया करते थे}

^{C. Performance Assessment:}

• ^{Students produce the script and video recording of an ad showing stereotypes about gender roles.}
• ^{Students take on a role of a character from the story and participate in a Talk Show “Bolo ji” defending their position and the gender-related values they believe in.}
• ^{Students create a bulletin board for their dorm geared towards their peers and/or school administration providing description of their community beliefs and guidelines for student behavior.}

^{D. Learning Scenarios:}

^{1. Students brainstorm in think-pair-share configuration about gender-role differences and teacher writes notes on the board.}

^{2. Gigsaw — Students watch an eve teasing ad and in groups discuss five differences in gender roles. They switch groups and share their ideas.}

^{3. Students create the script of the ad about traditional and modern attitudes about gender roles and are instructed to use  at least 3 relative-correlative sentences and 3 aspects. Students perform the ad.}

^{4. For homework students read दरबान with glossary — in pairs they are assigned excerpts of the text and listen along the author’s voice recording (the assigned files).}

^{5. In class, in groups they are instructed to:}

^{a) describe the 2 main characters from their perspective in the story} 

^{b) summarize what happens in their excerpts to re-create the real plot of the story}

^{c) change the end of the story. They are instructed to use at least 3 relative-correlative sentences and 3 aspects.}

^{5. In groups of 3-5 they record “Bolo ji” — they take on the role of one of the characters, including the talk show host and argue their position.}

^{6. The class watches the shows and on a sheet gives ratings to the show along with one comment-explanation of rating.}

^{7. In groups students create a bulletin board.} 

^{Follow up suggestion}