Lesson Plan : Creating Gender-Equitable Classroom

Teacher Name:
 Aracely Luna
 Social Studies

 Creating Gender-Equitable Classroom Environments
 Big Question # 1 What is gender-bias stereotyping? Key Concepts: Student’s ideas on school and teacher’s expectations, favoritism, gender-bias language comments, special treatments, barriers students face based on gender, limited opportunities for either males or females. Vocabulary: dreams, goals, gender
 Goals: Aims/Outcomes: Motivate students to creatively and critically think about their personal aspirations by engaging them in a variety of activities. TEKS 8 AB, 11 AB
 Objectives: The learner will be able to explain that everyone is capable of doing anything and achieving any goal or dream imaginable despite of gender.
 "What Can Boys & Girls Do?" printable Chart paper Pictures
 Tell the children about a student from last year who was the best kickball player in the class, who loved to go fishing and catch lizards, and was always getting into fights with other students. Write the names of three students: Jose, Kayla and Franklin (try not to use names of children in your class). Read the names and ask the children which student they think you were talking about. Have the children raise their hands and tally the responses. Most will think it was a boy.
 Show the children your chart entitled "What Boys Can Do? What Girls Can Do?" Ask the children to tell you what boys can do and what girls can do. Chart all responses.
 Show big pictures of boys and girls doing different things like participating in sports, cooking, playing with different toys, playing instruments, playing with pets, etc… Discuss whether the person is a boy or a girl and what they are doing.
 Whole group, small group, pairs. Engage all learners through multiple avenues: visual, tactile, kinesthetic, and auditory.
Checking For Understanding:
 The teacher will monitor the children’s progress throughout the lesson and take notes during discussions.
 Gather the children together. Have volunteers share their pictures. On a few, ask, "Can a girl could do what you have pictured a boy doing?" and "Can a boy could do what you have pictured a girl doing?" Discuss their responses. Take it to a higher level by talking about dreams the students have. Say encouraging statements like, “If you can see it, then you can be it.”
 The children’s drawings and writings can be used for assessment. The chart used at the beginning and the writings and drawings the students do on their own can be compared to check for differences in opinions.

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