PROCEDURES OPENER Students will be instructed to open the Unit 9 Vocab List; I will introduce the next five

words, set the timer for five minutes and have students complete a vocab Do Now on Edmodo (in which they decide if statements about the vocabulary words are true or false). BODY OF THE LESSON I will group students in groups of 3-4 (mixed gender). Students who completed the writing assignment from the day before will share their poems in their groups. As a group, they will record any stereotypes or assumptions about gender (about what it means to be a boy or girl) that they hear in a list on a piece of loose-leaf paper (or white boards if available?). They will continue to list general stereotypes they associate with each gender after they finish reading their poems. After 10 minutes, if groups seem ready I will first ask if any group has a poem theyd like to share with the whole class. I will ask groups if they came up with any stereotypes or gender-specific assumptions that can go on the list (PP slide labeled male/female; if students address other categories (both, neither), I will add them). If this peters out, I will read from a list (fashion, football, breadwinner, pilot, strength, flower, ambitious, pretty, handsome,
compassionate, bossy, brave, helpless, thoughtful, soft, brassy, dangerous, violent, victim, attractive, opinionated, hostile, emotional) and ask students to place the words I read in the column they

associate it with. This should generate a list of ideas associated with male/female. I will then introduce the idea of the feminist lens and ask students to share what they think the key terms mean before giving them my definitions in order to get a sense of prior knowledge. I will then ask students to get back into groups and give each group a paper with a different graph and two questions to answer. I will ask students to read the graph through the feminist lens, first looking at what they see and then what they think this means. They will interpret the graphs to obtain a sense of women in contemporary America as distinguished from the previously listed assumptions about women. I will then bring the class back together and have groups share their findings as we look at the graphs together. CLOSURE If time allows, I have also included a short piece by Beyonc from the recent Shriver Report that a student can read for the class. I will instruct students to turn in their work to the bin or to Edmodo before they leave, and inform them of their hw (to find and submit an ad related to the topics weve discussed). ACCOMODATIONS Students will work in groups and as a class. All information presented will be given to them in a chart in the future as well in case they had difficulty recording it during class. ASSESSMENT/EVALUATION Student participation in class and group activities will be recorded. Their work will be graded for completion. PERSONAL REFLECTIONS / NOTES

Appendix:

What is the difference between the kinds of crimes perpetrated by men and women? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):

What patterns do you see regarding domestic violence? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):

What patterns do you see regarding educational achievement, and how has this pattern shifted over the past 40 years? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):

What patterns do you see regarding educational achievement, and how has this pattern shifted over the past 40 years? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):

What patterns do you see regarding careers/fields of study, and how has this pattern shifted over the past 10 years? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):

What patterns do you see regarding careers/employment, and how has this pattern shifted over the past 10 years? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):

What patterns do you see regarding groups below the poverty line, and how has this pattern shifted over the past 50 years? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):

What patterns do you see regarding salary and earnings? (be objective: what do you see in the graph):

What do these patterns suggest about women in America today? (give your opinioninterpret what you see):