Grade Level 2nd
Length of Lesson: 50 minutes
Subject: English Language Arts, Social Studies
Topic: Identity, Justice
PLANNING AND PREPARATION TO TEACH
Essential Question: Where do stereotypes about gender come from? Purpose of the lesson: Students will develop an understanding of gender as well as standing up against detrimental stereotypes.
Learning Objectives: ❏ Practice literacy skills around themes of gender identity and stereotypes ❏ Develop understandings of potentially harmful stereotypes ❏ Develop understandings of the nature of gender ❏ Stand up against harmful gender stereotypes
Materials ❏ Children’s books, Oliver Button is a Sissy by Tomie dePaola and And Tango Makes Three, by Justin Richardson. ❏ Writer’s notebooks ❏ Chart paper ❏ Graphic organizer: ❏ What they like to do… ❏ What they don’t like to do… ❏ What is easy for them... ❏ .What is challenging for them Context for Learning ❏ Students will be organized in a whole group and small group instruction.
PREPARE STUDENTS FOR INSTRUCTION
Preinstruction/Anticipatory set: ❏ We are going to draw different people doing different jobs. ❏ First draw a firefighter, next a surgeon, next a fighter pilot. ❏ Next, display pictures females as a firefighter, doctor, fighter pilot. ❏ Show the video A Class That Turned Around Kids’ Assumptions of Gender Roles!
Inform students of learning objective: Today we are going to look at and discuss our gender. How you feel. How you feel inside about being a girl, boy or neither.
Preach or Reteach: Vocabulary ❏ Gender: refers to the social roles, behaviors, and traits that society may assign to men and women ❏ Gender identity: the sense a person has of their own gender and how they relate to their gender ❏ Stereotype: a simple picture or opinion of a person
INSTRUCTION
Cognitive Modeling: Teacher reads the book, Today, as a whole group, we are going to read two stories and discuss how each book's characters stand up against or demonstrate ways that characters stand up or go against stereotypes. I will read and stop occasionally so we can add information to our chart that supports our objects.
Guided Modeling: Next, in small groups, you will read the story and discuss it with your table mates to answer the same questions we did together in the first story. The teacher circulates around the room while students are working in small groups.
Check for Understanding: The teacher will ask questions to determine if the students are understanding the process. Independent practices: The students will work independently to write a response to the essential question and draw an illustration to go with it.
ASSESSMENT
Assessment of Learning Objectives: The teacher will use the graphic organizer and the written response to assess the student learning.
Resources:
A Class That Turned Around Kids’ Assumptions of Gender Roles! Upworthy: Published on Sep 1, 2016 https://www.youtube.com/watch?v=G3Aweo-74kY
Exploring Gender Stereotypes in Stories https://www.tolerance.org/classroom-resources/tolerance-lessons/exploring-gender-stereotypesin-stories
Defining LGBTQ Words for Children http://www.welcomingschools.org/resources/definitions/youth-definitions/