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Direct Instruction Lesson Plan Template

Teachers: Subject:
Paige Haagen- put lesson plan together English (Literature)
Mykayla Ochoa  Poetry
Merima Starogorac  Themes
Heather McCall  Gender Roles
Common Core State Standards:

 Anchor Standards: Critically analyze elements of literature: plot, theme, characters, setting,
figurative language, tone, conflicts, point of view, and author’s purpose.

 Content Standards (9-10.SL.1): Propel conversations by posing and responding to questions


that relate the current discussion to broader themes or larger ideas; actively incorporate others
into the discussion; and clarify, verify, or challenge ideas and conclusions.

 Workplace standards: Thinks critically. Students display analytical and strategic thinking. This
can be seen in debating an issue, converging on an understanding, assessing a problem, and
questioning (playing devil's advocate).

 ISTE standards (students): 6d - Students publish or present content that customizes the
message and medium for their intended audiences.

 ISTE standards (teachers): Promote student reflection using collaborative tools to reveal and
clarify students’ conceptual understanding and thinking, planning, and creative processes.

Objective (Explicit):
Students will be able to formulate their own thoughts and ideas in regards to gender stereotyping by
analyzing a poem and will show their feelings by organizing their own poem about their experiences with
gender stereotyping and will voluntarily read out loud to the class.

Evidence of Mastery (Measurable):
¨ Include a copy of the lesson assessment.
¨ Provide exemplar student responses with the level of detail you expect to see.
¨ Assign value to each portion of the response.
The students will read a 116 word poem about gender stereotypes. They will be expected to
annotate and have a discussion on it as a group. They will note anything in the poem that they
could relate to and how it made them feel. They will then be required to write their own free
verse poem containing no more than 3 or 4 lines about gender stereotypes or gender in
general. It will show their skills of being able to annotate and analyze a poem as well write their
own.

Key vocabulary: Materials:


Opening (state objectives, connect to previous learning, and make relevant to real life)

Using Mentimeter
Example: “What does it mean to throw like a girl?”
Gender and the stereotypes that associate with them - Students will first be asked to answer a
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quick question on Mentimeter regarding gender using either their phones or laptops. The
question will be, ‘What does it mean to throw like a girl?” (This is meant to warm them up and
prepare them for a group discussion later on). After everyone has answered, we will come
together and talk about why I might have chosen this question for them. We will then shift gears
and begin reading the poem titled “Gender Stereotypes” out loud as a class. Either a student
who wants to read it will read or I will read it for them if no one volunteers. Once the reading is
over, the students will have a couple minutes to annotate the poem and discuss with a partner
about what they thought of it/what it means to them. In the last couple minutes of class, we will
come back together as a whole and discuss gender stereotypes and how this poem relates to it.

Teacher Will: Student Will:

 Students will each be given a copy of the


Poem: Website link “Gender Stereotypes” poem at the beginning of
http://www.teenink.com/poetry/free_verse/ class.
 Students will be reminded to keep in mind the
article/655209/Gender-Stereotypes/ literary device that they will be reviewing today:
theme.
 Before the poem is read aloud, the  Students will be expected to annotate any
Instructional Input

instructor will encourage the students to passages from the poem that resonates with
annotate the poem as it is read to them. their previous life experiences or any lines that
 The instructor will read the poem aloud to immediately stick out to them.
the students as they follow along.  After the students have sufficiently annotated
their poem, they should wait quietly for further
instruction.

Differentiation Strategy
Students with LD will be given a separate poem that will have highlighted sections between the
lines that discuss boys/men and the lines that discuss girls/woman (for example: the boy’s lines
would be highlighted in green and the girl’s sections highlighted in yellow). This can help the
students discern the difference and keep them separated from each other when reading and
analyzing the poem
Guided Practice

Teacher Will: Student Will:

Facilitated class discussion with scripted The students will actively participate by raising
questions about the poem referencing specific their hands and answering these critical thinking
lines. (Used Blooms Questioning) questions during class discussion.

What did line one mean to you and why? Did


it make you feel a certain way about how we
view specific genders?
In line nine it states “Women live, and men
survive”, what do you believe the author
means by this statement? (Bloom’s
“Evaluation”)
The last two lines of the poem the author
suggest that as individuals we need to stop
categorizing both men and women and look to
one another as an equal. Today, do we see
more equality between genders? Or not? And
why do you think this?
Can you compare your experiences with
2
gender stereotyping with that presented in
poem? (Bloom’s “Analysis)

Differentiation Strategy
For struggling students, the critical thinking questions that are going to be asked during the
discussion section will be typed out at the bottom of their paper with the poem to make sure that
they have a place to reference them and take notes underneath them.

Teacher Will: Student Will:

 The teacher will give the students leading  Students will complete a group activity and
questions to begin their discussion and discuss with their group their own life
walk around the students to facilitate if experiences with gender stereotyping and how
necessary. This activity should be primarily that made them feel or has affected them
student led.  Students will have a couple of minutes to
 Questions to consider discussing as a discuss this as a group. They will be expected
group: to stay on topic and brainstorm together.
o What does this poem mean to  Students will be asked to write their own poem
Independent Practice

you? about their experience with gender


o How does this affect your own stereotyping (minimum 5 lines, maximum 10
life? Do you see any parallels that lines).
you have experienced yourself?
o How do you feel about the poem
overall? Did it make you angry or
upset?

Differentiation Strategy

Students with learning disorders may have extra time to complete their poem by taking it home and
returning it to class the next day. For students who desire to go above and beyond, they may write
another poem at home and bring it to class the next day as well.

Closing/Student Reflection/Real-life connections:

Students will be asked to present their poems that they have created about gender or gender
stereotyping to the class as their ticket out the door.

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