Lesson Plan : Let's talk about Gender Bias

Teacher Name:
 Aracely Luna
Grade:
 Grade 1
Subject:
 Social Studies

Topic:
 Creating Gender-Equitable Classroom Environments
Content:
 Big Question # 2 · How can stereotyping and gender-bias be changed? · Key Concepts: Respect differences and individuality, equitable and fair environment, teacher self-examination of bias, change in the daily interactions, give opportunities for each student to succeed without boundaries, equal/boundless opportunity in careers. Vocabulary · sissy · gender · character
Goals:
 Provide students with opportunities to think critically about gender equality in the classroom. This will enhance student’s confidence to significantly exceed any stereotypical expectation in society. TEKS: 7 AB, 8 AB, 11 AB
Objectives:
 The learner will be able to discuss and analyze the story read and write a personal reader response.
Materials:
 · Book: Oliver Button is a sissy · Writing journal · Chart paper
Introduction:
 · Start with the question: “What do you like to do that makes you happy?” or "What activities do you enjoy to do?" Write the students responses on chart paper.
Development:
 · Read Oliver Button is a Sissy. Discuss the story by using a character analysis web. Draw a circle and write Oliver in the middle. Fill the web with adjectives the students come up with to describe Oliver in the story.
Practice:
 · Bring in different toys and discuss the gender bias issues involved with toys. For each toy ask who would like to play with it and make a chart. Discuss the findings. Tell the children that the things that Oliver liked to do were special to him. They continued to do them even though people called them names, which is wrong. Can be done in whole or small group.
Accommodations:
 Teach in whole group and/or small groups. The practice section of the lesson can be done in either whole or small group.
Checking For Understanding:
 Incorporate pre and on-going assessment throughout the lesson. This can be done through note taking, interviews, writing samples and discussions.
Closure:
 Go back to the responses on chart paper the students gave during the introduction. Ask open-ended questions such as “What would you change about this list?” and why. “What do you want to add?” and why. “What can you tell me about the changes made?”
Evaluation:
 The introduction can serve as an informal pre-assessment and their writings and drawings can also serve as assessments.

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