Like a Girl

  • 3

  • 4

  • 5

Objective: Students will understand what the phrase, “like a girl” means.

Like a Girl

  • 3

  • 4

  • 5

Objective: Students will understand what the phrase, “like a girl” means.

Activity:

Have students write, on an index card, a phrase that has "like a girl" in it. Example: Hit like a girl. (Remind them to keep it school appropriate).

Have students participate in a Mix Switch protocol with the cards. (Students will stand and as the music plays, they walk around and switch cards, with other students, making sure to make eye contact and greet each other. When the music stops, have them read the card.) 

If the card has a negative connotation, have them move to the right side of the room.

If it is a more positive connotation, then have them move to the left side of the room.

Students should discuss with a partner. Partner A will explain why the card is negative or positive. Partner B should state if they agree or disagree.

Have two students from each side share out. 

Then, show the video, "Always #LikeAGirl," to the class.

Have them use Turn and Talk protocol with their partner and share out, using Raise a Hand protocol, if they have a new understanding about the phrase, “like a girl.”

 

Common Core Standards:

  • 3.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 3.SL.1.b ( Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). )

  • 3.SL.1.c ( Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. )

  • 3.SL.1.d ( Explain their own ideas and understanding in light of the discussion. )

  • 4.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 4.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 4.SL.1.c ( Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. )

  • 4.SL.1.d ( Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. )

  • 5.SL.1 ( Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. )

  • 5.SL.1.b ( Follow agreed-upon rules for discussions and carry out assigned roles. )

  • 5.SL.1.c ( Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. )

  • 5.SL.1.d ( Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. )