Submitted by Olga Livshin

Objectives:

Content:
Students will...

• become aware of two different points of view on what women should do in order to be good managers and executives, both points of view currently enjoying popularity in Russia, by reading two contrasting advice texts
• reflect on whether femininity within the woman's sex role (as a good mother and wife) can be reconciled with being a good manager or executive
• predict the extent to which Russian female managers and executives face difficulties with relation to the existing gender stereotypes
• become aware that currently the number of female managers and executives in Russia is increasing in small and medium-sized businesses, but not in large companies 
• become familiar with structural elements commonly used in short texts of advice literature: outlining an existing, unfavorable situation and its consequences, offering advice on the basis of this information, and detailing the steps for realizing the recommended behavior or developing the recommended character traits
• be able to identify what a text from the genre of advice literature describes as an existing unfavorable situation and its consequences, in order to be able to evaluate broadly what the author wants to change in a social/gender situation (Note: this helps students move beyond identifying specific behaviors recommended in a text to the understanding of the general sense of the author's advice)

Cultural:
Students will...

• become aware that advice literature often reproduces and reinforces a culture's ideas about gender
• become aware that the texts of advice literature (called advice texts hereafter) are sometimes used as forums for voicing their authors' protest against ongoing cultural phenomena
• conceptualize the relationships between the author of an advice text addressed to one gender (men or women), his/her readers, and the culture as a whole

Language: Content Obligatory
Students will...

• use various nouns signifying character traits, such as "нежность" (tenderness; learned in the Lesson 1) in the nominative case, singular, to name the qualities that a good manager/executive should have and those that a good wife and mother should have in order to reflect on whether femininity within one's sex role (as a good mother and wife) can be reconciled with being a good manager or executive
• use the expression "в рамках половой роли" ("within one's sex role"; learned in the Lesson 1) to name the qualities that a good manager/executive should have and those that a good wife and mother should have in order to reflect on whether femininity within one's sex role (as a good mother and wife) can be reconciled with being a good manager or executive
• identify within an advice text the nouns referring to character traits, such as "такт" (tact) (learned in Lesson 2), in the nominative case, singular, in order to familiarize themselves with a set of gender-specific qualities outlined in an advice text, in order to become aware of two different sets of gender-specific qualities in two contrasting Russian advice texts
• use the adjectives "стереотипный" (stereotypical; learned in Lesson 2) and/or "нетрадиционный" (non-traditional; known by the students from prior learning) with the noun "женственность" (femininity; learned in Lesson 2) in the accusative case, to write and say whether the author recommends stereotypical or nontraditional femininity, in order to become aware of two different sets of gender-specific qualities in two contrasting Russian advice texts
• use the expression "нормативные качества" (normative qualities) in the nominative case to make headings for two lists of normative qualities of women as seen by the authors of two advice texts in order to become aware of two different sets of gender-specific qualities currently attributed to women in Russia 
• use nouns and adjective/noun "language chunks" such as "женские хитрости" (learned in Lesson 1) in the nominative case to make two lists of normative qualities of women as seen by the authors of two advice texts in order to become aware of two different sets of gender-specific qualities currently attributed to women in Russia 
• use the verbs "формироваться" (to be formed; recycled from Lesson 1) and "формировать" (to form) to explain diagrams that they drew in order to conceptualize the relationships between the author of an advice text addressed to one gender (men or women), his/her readers, and the culture as a whole
• use the verbs "отражаться" (to be reflected) and "отражать" (to reflect) to explain diagrams that they drew in order to conceptualize the relationships between the author of an advice text addressed to one gender (men or women), his/her readers, and the culture as a whole

Language: Content Compatible
Students will...

• use the expression, "большой психологический груз" (a great psychological burden/ a source of great stressed; learned in Lesson 3) in the nominative case, singular, to predict whether Russian female managers and executives face significant psychological difficulties in order to predict the extent to which Russian female managers and executives face difficulties with relation to the existing gender stereotypes
• use the construction "советовать" (to advise; recycled from prior knowledge) with a noun in the dative case + the infinitive of a verb to summarize in written form what the author of an advice text advises women to do in order to familiarize themselves with a widespread point of view on whether women make good managers and executives
• use the expression, "Как пишет автор..." (As the author says... / According to the author...) to introduce sentences with factual information gathered from an advice text (such as the types of businesses that are open to women becoming managers and executives), in order to become aware that currently the number of female managers and executives in Russia is increasing in small and medium-sized businesses, but not in large companies
• use nouns such as "нефтедобыча" (oil production) in the prepositional case, with the preposition "в" (in), to name (in written form and orally) the types of businesses that are increasingly employing women as managers and executives and those that are not open to this idea, in order to become aware that currently the number of female managers and executives in Russia is increasing in small and medium-sized businesses, but not in large companies
• use the expression, "Автор предлагает предпринять следующие шаги" (The author proposes to take the following steps) tо list the steps outlined by the author of an advice text for woman executives/managers to implement new behaviors in the workplace in order to familiarize themselves with a widespread point of view on what women should do in order to be good managers and executives
• use the noun "различие" (difference; learned in Lesson 1) in the plural to identify differences between the advice given in two advice texts in order to become aware of two different points of view on what women should do in order to be good managers and executives, both points of view currently enjoying popularity in Russia

Learning Strategies / Social and Skills Development:
Students will...

• develop their ability to analyze a text and determine its purpose (in a situation when the purpose is not obvious)
• develop their ability to imagine the outcomes of cultural phenomena by hypothesizing if the readership of an advice text will follow its advice
• develop their ability to compare and contrast the content of two texts by contrasting the two advice texts read in this lesson
• develop their ability to come up with real-life solutions by imagining possible solutions to the existing situation of the Russian women in the business world
• develop their presentational skills by presenting the findings of their group discussions in front of the class
• develop their ability to work cooperatively in groups ranging in size from 2 to 5 (the group size varies by task) by working together on identifying causes and effects within advice texts, identifying factual information in advice texts, completing Venn diagrams with gender-specific normative qualities, and making diagrams of relationships between authors, readers, and the Russian culture

Time Frame:

3 50-minute periods

Materials Needed:

PowerPoint Tutorial Day / Group Work Day

• Homework handout for the Tutorial/Group Work Day
• Access to computers (ideally, one per each student, but two computers per student would suffice) with PowerPoint software that supports Cyrillic fonts
  • Alternatively, if access to this equipment is not possible, or if there is no LCD projector for projecting the presentations, the instructor can ask the students to use other visual materials (for example, posters or handouts) in their final presentations.
• Text Analysis Worksheet: two copies of the worksheet per students (to be handed out to the students at the end of the period)

Day 1

• Homework handout for Lesson 4 Day 1 (containing the text, "Женщина на посту руководителя" and pre-reading/reading exercises)
• Text Analysis Worksheet, with parts A and B filled out by the students as part of the homework

Day 2

• Homework handout 2 (containing a list of expressions that are used to indicate cause and effect and expressions that indicate that somebody must do something, and the text, "Женщина+Бизнес=Бизнес-леди?" with pre-reading/reading exercises)
• "5W's" Graphic Organizer
• Venn diagram
• Cloze exercise

Description of Assessment (Performance Project):

PowerPoint Tutorial Day / Group Work Day

For this day, as per the homework for the day, students (in pairs) will have:

• finalized the selection of the sites that they will be working on for their final presentation
• read the texts on the sites (one text only, as the links to the sites lead to only one text or one chapter of a larger text)
• looked up unfamiliar words and put together a list of these words and their English translations, using a Russian-English dictionary
• identified any colloquialisms and/or specialized words that are not in their dictionary* and put together a list of these words, to ask their instructor

*Note: Most advice texts are written in a conversational style, and some expressions that occur in these tasks are not listed in general dictionaries. Therefore, time should be allotted (see below for how to plan this time) for each student pair to ask questions.

Structuring the tutorial/group work day:

File storing. Start the period by demonstrating to the students where they may store their PowerPoint files as they work on their presentations. Note to the instructor: memory storage space can be a server with enough space for student pairs to store their files, made accessible to students, or one ZIP disk for each pair of students (if ZIP disks are used, computers must have ZIP drives) or another type of memory storage). (Floppy disks do not have enough memory storage space to store PowerPoint files.)  If ZIP disks are used, ask students in advance to bring one blank ZIP disk per pair.

PowerPoint skills and work with visual materials. During Lesson 2, Day 1, students informed you of their ability to work with PowerPoint and locate and incorporate visual materials.  If students do not have these skills, devote most of the period to training students in these skills. Encourage students to help each other out/ consult with each other. In this case, arrange with all pairs to come to your office hours prior to the class period for conferences. In the conferences, student pairs report on their final selection of the websites, show you the list of all unfamiliar words/expressions that they could find in their dictionaries with their English translations, and ask you about the meaning of any colloquialisms and specialized words that they could not locate in their dictionaries.

If students do have PowerPoint skills, give students the period to start doing conceptual (analytical) work on their projects, and come up (pair by pair) to the instructor in order to do conferences, as described in the previous paragraph. Encourage students to do conceptual work on their projects while using the Outline view on their PowerPoint presentations. If you do not have access to computers with PowerPoint software and students are working with different visuals (i.e., posters), follow the same format as described here (i.e., pair work plus conferences with the instructor), except for having students to work on their visuals rather than PowerPoint.

If students are not ready for their conferences with the instructor or skip the conferences, give them a grade of "no credit" for their homework assignment for the day.

Before students leave for the day, be sure to hand out to them the Text Analysis Worksheet -- two copies per student.

Day 1

Pre-task 1

At home, students focus on the text, "Женщина на посту руководителя." Тhey complete the pre-reading activities, read the text, and complete parts A and B of the Text Analysis Worksheet– a worksheet that they will continue to use in class and can use to prepare for their final presentations.

In class, begin the period by reminding the students that by now we have studied gender stereotypes, the differences between these stereotypes and actual behaviors, and different kinds of behavior. We are now on the territory of differences in perspectives (различия во мнениях) and we will be looking at two advice texts with different perspectives on the subject of women as leaders in the workplace.

To speak about contrasting perspectives in an advice text, it is useful first to consider what kind of thing an advice text is. What can we understand from this text? Ask students to get together briefly with a partner and discuss these three questions :

• Can we tell from such a text what norms of behavior the author thinks his or her readers should have? (Мы можем узнать из такого текста о нормах поведения, которым автор хочет, чтобы его читатели себя следовали?)
• Can we tell from such a text how people already behave? (Мы можем узнать из такого текста, как люди себя уже ведут?)
• Can we tell from such a text how people are going to behave? (Мы можем узнать из такого текста, как люди будут себя вести?)

Ask any volunteer pairs to voice their opinions. Guide a brief discussion on what students believe is possible and impossible in an advice text. Emphasize the role of the author: the author wants to emphasize certain things, which are usually sometimes seen in the culture, but we don't know that people will actually follow his or her advice. So we can learn from the article about its author's perspective, and also (somewhat) about the culture and its norms.

Pre-Task 2

Then ask students about their reactions to the text. Field different reactions to the text; some students might be angered by the behavior according to gender stereotypes that are advised by the text. Ask students how they think Russian readers’ reactions may be similar to or different from theirs, based on what they have learned about many Russians' understanding of gender stereotypes. Point out that the author of the article is part of the same culture as those Russian readers. Advice texts do not give so much new information--instead, they are part of a culture. The good thing is that we can study them to learn more about a culture.

Focus on the specifics of the text. Debrief the students about their responses to Parts A and B of the Text Analysis Worksheet. In the debriefing, students do the following:

• identify psychological characteristics of women that the author recommends to preserve (recycling nouns from Lesson 1), such as "такт" (tact)
• determine whether the author is following the stereotypical or non-traditional models of femininity (material from Lesson 1)
• identify in the text the examples of behavior recommended by the author

While students debrief, put their responses on the board. At the end, ask students, on the basis of what they have named, to identify what the author thinks determines one's major traits (biological sex). Ask students what the idea or theory in which biological sex determines major traits is called (biodeterminism). Let the students know that they have just answered the first question of Part D of the Text  Analysis Worksheet; they should write the information just named into that part of the worksheet. Let the students know that we will come back to that part.

Tell the students that by this time, we have determined a basic idea behind this text, and we have identified the basics what the author would like women to do. What we haven't looked at are the strategies or means (средства) of convincing us that the author uses. Let the students know that we can learn both about a text's purpose and about its relationship with the culture by examining closely the means by which it tries to convince us.

One of the means of convincing that is often used in advice texts is writing are cause-and-effect relationships (причинно-следственная связь), followed by directions to do something--the advice itself (совет). For example... Display the transparency flowchart sheet in Attachments, in which this is summarized graphically, and point out the features: cause (причина), effect (следствие) and advice (совет):

• If you don't brush your teeth twice a day (cause), they will become discolored (effect). So remember to brush! (advice) (Если вы не будете чистить зубы два раза в день, они потеряют белизну. Не забывайте чистить зубы!).
• A lot of young mothers do not spend enough time with their husbands, without the kids (cause). This can leads to problems in one's marriage (effect). Try spending at least one evening a week together without your child (advice). (Многие молодые матери не проводят достаточного количества времени со своими мужьями, без детей. Это может привести к проблемам в вашем браке. Старайтесь проводить по крайней мере один вечер в неделю вместе без ребенка.)

In order to understand the purpose of this text, we will look at the cause-effect relationships in the text. This is a text in which there is not one, but many effects of a singular cause; we will examine the effects in detail.

Task

Students get into groups of 3-4 each and receive 1 Flowchart Handout (see Attachments) per each group. They are to scan the text and identify the effects of the central cause in the article, the "dictatorial tendencies" of a woman in power (the cause is already filled in for them). Students should identify the sentences where the effects of the women's harmful  "dictatorial tendencies" are described. Then they should identify the advice that the author gives for each of the effects, if any. Let the students know that sometimes a cause-and-effect relationships is not laid out in one sentence, but spans several sentences. (The directions are on the handout)

Students work for 10 - 12 minutes, in Russian. The instructor walks around, monitoring student work and encouraging them. Then a representative from each group presents: have each group present on at least one effect and consequent advice. After each presentation, note the grammatical and syntactic features of each causal relationship and each advice named. For example, you will encounter:

With cause-effect relationships:

• Expressions showing cause and effect, e.g., это ведет к... + noun in the dative case (this leads to...) (this expression is new vocabulary, glossed in the text; the instructor should go over it explicitly)
• Connectives indicating cause and effect, e.g., поэтому (because)
• The present tense (in pointing out what goes on, habitually, as a harmful effect), e.g. не принимает во внимание человеческий фактор (she does not take actual human situations into consideration)
• Modals to imagine the outcome of a sitiation, е.g. oна может (she can)

With advice:

• Expressions showing condition/concession, e.g. в действительности (in reality)
• Modals, e.g. eй нужны (she needs)
• Indirect expressions indicating that somebody should do something, e.g. [ей] лучше (it would be better if she [does the following])

After the presentations, thank all the participants. Then conduct a discussion with the following guiding questions:

• Ask the class what they notice about the effects of the "dictatorial tendencies." Are there many effects?   Whose lives are in danger? How dangerous are the effects to the existence of a woman's family life? How dangerous are they to the day-to-day life of her co-workers?
  • Now that we have established some of the characteristics of the effects, what do you think may be the purpose of the author to use this strategy in the advice text? (At this point in their language learning, students should be able to offer responses such as, "The author would like for women to fear that they would become 'dictatorial').
  • What, in the Russian culture, do you think the author is reacting to?
• Ask the class on the whole what they think of the advice.
  • Is there a lot of advice, compared to the amount of the text where the author discusses the harmful effects of "dictatorial tendencies"?
  • Is the advice practical? Exactly how does the author expect women to change?
• Given what we know now about this text, how is this advice column being used? Is it a reaction (реакция -- a word that students already know) to something within Russian society? If so, against what is the author reacting? What kind of reaction is it (e.g., careful/ angry, loud/ quiet)? What kind of statement does it make -- in support of what?

Post-Task 1

• Ask students to summarize what we know about how advice texts can be used: as a reaction to changes in society, as a statement of support to certain beliefs (gender stereotypes)
• Ask students whether they think that women in positions of power who read this text would change their behavior. Why or why not?
• More broadly, what do you think an advice text can accomplish for its readership?

Post-Task 2

For their homework, students are given a handout with (1) expressions that are used to indicate cause and effect and (2) expressions that indicate that somebody must do something. This handout is to be used as a reference for this homework and future assignments analyzing the language of advice. Students are asked to read another text giving advice to Russian business women and complete pre-reading/reading exercises, as follows:

• Pre-reading exercises: students are given information about the article: it is written by a consultant of a business consulting company, posted to the website of the company as PR material. Students are asked:
  • What do you think can be the purpose of this article with relation to business women?
  • Not reading the article, predict two possible differences between what the author of the article that they read for Day 1 advises women and what they think the author of the second article may be advising women. Use тогда как аnd советовать + the noun женщинам (in the dative case) + a verb
• Post-reading exercises: 
  • Skim the article and find the following information: What is the existing negative situation for women in Russia? What are its consequences for Russian businesswomen? What does the author recommend? Then fill in the cause-and-effect diagram, in which the existing negative situation for women is the cause and its effects on businesswomen are consequences; note down the general advice
  • Identify 5 instances in which author advises women a certain behavior. Write them down and underline the expressions of needing to do something. Then transform them into sentences with the expression "советовать" (to advise) + the infinitive of a verb in the imperfective (an example is provided).

In Preparation for the Final Presentation

Hand out to the students another copy of the Text Analysis Worksheet, which students can use to better prepare for their final presentations.  Tell students the following about how they can use this worksheet for their final presentation:

1. They can use this worksheet to probe more deeply into the text, by looking at what the purpose of a text is and how it makes its case.
2. Emphasize to the students that with regard to Part E of the worksheet, answering the question, "What means are used by the author to make his or her point?", the author's laying out a cause-and-effect relationship about the current situation and its negative effects is only one, typical way of making one's case. There are others yet; it is up to the student to summarize what the author does to convince his or her readers, drawing on the vocabulary that they know from prior learning.

Day 2

Pre-Task 1

Debrief students on only  the post-reading homework exercise in which students summarize the elements of the existing negative situation for women (cause), its consequences (effect), and the author's advice.

Ask students to point out a few differences between this text and the text read on Day 1. Steer students to point out differences in how the text is structure. Is there more or less time spent on outlining the existing situation? Are there any differences in how the existing situation is described in each of the articles? How much time in the article is spent on advice in each article?

Task 1

Tell students that we will work with the second article more closely to look into how the author describes the existing situation of women in Russia, because it is interesting to learn some factual information from it.  For this purpose, introduce students to the introductory clause, "Как пишет автор статьи,..." ("As the author of the article says,..."/"According to the author of the article"). Let the students know that this clause is commonly used to denote factual information from an article, rather than statements that are clearly subjective.  Give students an example from the article: "Как пишет автор статьи, леди лидеров становится все больше" ("According to the author of the article, the number of female managers is increasing").

Students work in groups of 3-4. Ask students to skim the article again with an eye to the specific information that they are to put into a "5W's" graphic organizer (see Attachments) about the situation of women in the Russian business world, according to the author of the article (e.g., finding information such as the increase in the number of women in the business world and the comparatively small number of women in the large-scale business).  Let the students know that when they present on this information, they will precede each statement with, "Как пишет автор статьи..." Have students work for 10 minutes. Then have a representative from each group present on one "W," making sure that he or she uses, "Как пишет автор статьи...". Ask the rest of the class after each presentation if they have anything to add; try to get as many students involved as possible.

Post-Task 1

Ask students as a group what, on the basis of this information, they would recommend. Students are asked to think silently for a two or three minutes and jot down a response, based on the specific situation at hand. They can either recommend actions to those Russian women who want to be successful or to the Russian society. Remind students that the verb советовать takes on the dative case; thus, "Я советую деловым женщинам + a verb" ("I advise women in large businesses to + a verb) or "Я советую российскому обществу + a verb" (put thеsе models on the board). Then a few students are asked to report their answer to the rest of the class.

Remind the students know that during the final presentation, they will want to vary their word choice (this is one of the categories in their rubric). With regard to saying what an author recommends, we now have two expressions with which to say this:

• "(В тексте) предлагается" + infinitive of a verb ([In the text] it is proposed to...)
• "Aвтор советует" (the author advises) + pronoun or noun in the dative case + infinitive of a verb

With regard to factual information, students can use, "Kaк пишет автор..." (According to the author...)

Ask students what they think of the author's advice. Is it different from the advice just named in the classroom? Why? Which advice do you like better?

Now, does the author of this article believe in a totally different set of normative qualities than the author of the article read on Day 1? Are there still elements of traditionalism there? We can compare the language used to describe the two.

Students work in pairs (choose a different partner than in the activity in the beginning of the lesson) on completing a Venn diagram (see attachments) in which one circle denotes women's normative qualities according to Author 1 (that author is anonymous) and the other circle denotes women's normative qualities according to author of the second article, K. Yu. Smolentsev. Use the expression, "Как пишет 1-й автор.../Как пишет Смоленцев..." ("According to Author 1.../ According to Smolentsev...") Convert any adjectives into nouns; if you are not sure about what a particular noun is, refer to your list of character traits. Ask students to think not only about qualities, but about how an author articulates them. Some qualities might coincide; if they are similar in the articles, write down both qualities and think of how the nuance in the language makes them slightly different.  Be prepared to explain the differences as clearly as possible.

When students present, ask them to explain the significance of each difference or overlapping. Some points that may be made are as follows:

• Whereas Author 1 writes about many stereotypical qualities, Smolentsev believes that some of women's normative qualities are those that are stereotypical male qualities, and he says that women are better at these characteristics than men: for example, he says that women are more goal-oriented and more bold than men.
• Smolentsev refers to many similar normative qualities as Author 1, but interprets them differently, more broadly: no longer are there adjectives such as "feminine" (i.e., "feminine guile," "feminine tact"), but there are qualities that are available to both sexes, i.e. the Russian concept of "social intelligence" or the ability to navigate social situations.

After all qualities have been presented ask the class if there are any fundamental overlappings between the way Author 1 speaks about women as a gender and the way Smolentsev speaks about them. If students do not voice any ideas, ask them what, for Smolentsev, determines people's behavior. It's biological sex; just like Author 1, Smolentsev is a biodeterminist. The difference is that Smolentsev thinks women have an advantage over men in their behavior and leadership style.

Pre-Task 2

Speaking to the class as a group, say the following: Now that we have read two different advice texts about norms of behavior/normative qualities for women, some pressing questions arise. We have learned that gender ideas are formed in a culture. In the same culture, you would expect to expect the same gender ideas. But as we have seen, there are authors in the same culture who have quite different ideas about gender. So what is the relationship between gender normative ideas, the behavior norms recommended by the authors, and the Russian culture?

To be able to speak intelligently about such relationships, we will need to stock up on vocabulary to explain the links. Ask students for useful verbs that could be used to establish such relationships. Put those verbs on the board. Then remind students of the verb "формироваться" (to be formed), which we have seen in Lesson 2, in the phrase, "Гендер формируется через распространение и поддержание социальных и культурных стереотипов и норм" ("Gender is formed by the transmission and maintenance of social and cultural stereotypes and norms").  Point out that it is an intransitive verb. Tell students that there is also a morphologically related transitive verb, "формировать" (to form). Similarly, there is an intransitive and transitive pair of verbs, отражаться  to be reflected and отражать to reflect.

Have student complete a cloze exercise on a transparency (see Attachments), orally, filling in формироваться and формировать (Part 1) and отражаться and отражать, so that students can distinguish them. Then remind students that the Russian intransitive verb for "to change" (изменяться), which students know, also has a transitive counterpart, изменять. Put both verbs on the board.

Task 2

Students are asked to get together in groups of 4-5 students. Each group is asked to come up with a diagram depicting a relationship between some elements. One way to do this is to think of symbolic objects with inner relationships (for example, a threadspool and thread pointing into different directions), or students can do simpler diagrams. Students should be prepared to explain the diagram using verbs such as формироваться, формировать, отражаться, отражать, and изменяться and изменять. Discussion about the diagram should be conducted in Russian.  Students are provided with a transparency and the following elements (put them on the board):

• the Russian culture
• a changes in society: the increase in women managers and executives
• how women are supposed to behave, according to Author 1
• how women are supposed to behave, according to Smolentsev
• the readers of Article 1 ("Женщина на посту руководителя")
• the readers of Smolentsev's article ("Женщина+Бизнес=Бизнес-леди?")

Then two representatives from each group present the drawing and explain it. They should divide the task of the presentation equally, with each partner doing a part of the speaking. This is in practice for the final presentation, the task for which will be shared by two partners.

Post-Task 2

Ask the class as a whole to summarize one important point from the diagram-building activity: what, in general, is the relationship between an author and a culture? Ask students to jot down some notes, then speak up. Collect the ideas of as many students as possible and summarize the ideas (for example, the idea that an author is formed by a culture, but can also make changes in a culture).

Assessment:

1. Homework is graded credit/no credit, with errors corrected.
2. Throughout this lesson, the teacher informally assesses student participation (including work in small groups) and monitors comprehension and accurate, meaningful language use.

References and Resources:

• Anonymous, "Женщина" [The Woman]. In Этикет от а до я, online at http://www.etiket.ru/man_and_woman/woman.html, viewed January 15, 2005.
• Fortune, Tara, and Diane Tedick, "The Six Prototypical Written Text Types (Genres) of Schooling." Handout in the CobalTT Summer Institute for Teachers (August 2004), C-39 – C41. References for the handout: Gibbons, P. (2002) Scaffolding language scaffolding learning (Portsmouth, NH: Heinemann) and Love, K., Baker, G., with J. Hamston (2000), BUILT: Building understandings in literacy and teaching, 2^nd edition [CD-Rom]. University of Melbourne, Melbourne, Australia.
• Kelly, Catriona. Refining Russia: Advice Literature, Polite Culture, and Gender from Catherine to Yeltsin. Oxford, UK: Oxford University Press, 2001.
• Smolentsev, K.Yu. "Женщина+Бизнес=Бизнес-леди?." Online at http://www.regiongroup.org/rus/media/press/woman/, viewed January 15, 2005.
• "The Cause and Effect Flow Chart with Multiple Causes," the CARLA CoBalTT Graphic Organizers, viewed January 9, 2005
• "The 5Ws Information Chart," the CARLA CoBalTT Graphic Organizers, viewed January 1, 2005.
• "Venn Diagram," the CARLA CoBalTT Graphic Organizers, viewed January 1, 2005.

Attachments:

NOTE: some attachments are in PDF form (get Acrobat Reader)

• Homework for the Tutorial / Group Work Day (Tutorial_Homework), created in Adobe Acrobat
• English translation of Homework for the Tutorial / Group Work Day (Tutorial_English), created in Adobe Acrobat
• Text Analysis Worksheet (Text_Analysis), created in Adobe Acrobat
• English translation of the Text Analysis Worksheet (Text_Analysis_EN), created in Adobe Acrobat
• Homework assignment for Day 1 with the text and pre-reading, reading exercises (4_Homework_D1), created in Adobe Acrobat
• Translation of the homework assignment for Day 1 into English with the synopsis of the text and pre-reading, reading exercises (4_Homework1_EN), created in Adobe Acrobat
• Flowchart Transparency (4_Transp_Flowchart), created in Adobe Acrobat
• Translation of the Flowchart Transparency (4_Transp_Flow_EN), created in Adobe Acrobat
• Flowchart Handout (4_Flowchrt_Handout), created in Adobe Acrobat
• Homework assignment for Day 2 with the text and pre-reading, reading exercises (4_Homework_D2), created in Adobe Acrobat
• Translation of the homework assignment for Day 2 with the synopsis of the text and pre-reading, reading exercises (4_Homework2_EN), created in Adobe Acrobat 
• "5W's" Graphic Organizer (4_5Ws), created in Adobe Acrobat
• Translation of the "5W's" Graphic Organizer (4_5Ws_EN), created in Adobe Acrobat
• Venn diagram (4_Venn), created in Adobe Acrobat
• Translation of the Venn diagram (4_Venn_EN), created in Adobe Acrobat
• Cloze exercise (to be done on a transparency) (4_Cloze), created in Adobe Acrobat
• Translation of the cloze exercise (4_Cloze_EN), created in Adobe Acrobat

A Lesson from the CoBaLTT Project
/cobaltt
Center for Advanced Research on Language Acquisition
University of Minnesota