In this unit, learners will have opportunities to organize and present educational events on the issues of breast and cervical cancer. These events will result from structured lessons that will help prepare you and your students for these presentations.
Our hope is that learners will see themselves as knowledgeable and as having skills that can help their families, friends, and other community members. Of course, learners will exhibit different strengths in these areas. For that reason, there are several different projects to choose from, and there are different roles for learners to take in each project. Some learners will be eager to put their knowledge outward and others may be more reserved. It is not expected that all learners will feel equally ready to take on a "teaching" role. Through the process of doing the activities in this unit, learners will continue to strengthen their knowledge and skills.
Given that this last unit asks learners to take on "teaching" roles, the first lesson addresses what it means to be a teacher.
Throughout the curriculum, students have been developing vocabulary, writing, reading, critical thinking, and group discussion skills. This unit offers teachers and learners different ways of reflecting on this topic and of assessing skills and knowledge. The first part of the unit explores what it means to become a teacher in the community. There have been different activities throughout the curriculum that have called on learners to take their knowledge and questions home to family and friends. Now, the four projects in this unit offer structured ways for learners to teach what they know to others. These teaching activities expand learners' academic skills and build on their role as leaders in their communities.
You can help students identify which project they want to pursue. Or you can decide that your students could benefit from more extensive writing activities and therefore direct them to Project IV: A Persuasive Paragraph. Students will demonstrate their knowledge and skills and share them with a wider community no matter which project is chosen.
Traditional forms of assessment are also offered. In Lesson 2 there are opportunities to develop study strategies and test-taking skills. Lesson 3 provides the pre-GED student and ESOL student with the traditional assessment format of a GED-like test based on the content of this curriculum. Many learners have expressed a sense of accomplishment upon successfully studying for and taking the test.
This unit offers opportunities to bring together the health information,
concepts, and materials that students have worked with throughout the
curriculum. The projects offer a way to assess learners' knowledge of key information related to the prevention and detection of breast and
cervical cancer. They also assess learners' abilities to use this
information to take action for themselves and for others, now and in the future.