Block Lesson Plans

Monday Date: Time:

OBJ: Students will be able to express their initial
Procedures: Introduce the book Simon vs. the
expectations about the new unit and write a Homosapien agenda. After reading the book’s
introductory paragraph about identity. synopsis to the students allow them to make some
Standards: W10.10, W10.3, SL10.1 predictions about general developments. Ask
Materials: Simon vs. the Homosapien agenda students to write a short paragraph about how gender
books, chromebooks or writing materials effect identity and what questions one must ask to
determine their own identity.
Homework: Students begin to read chapters 1-10 Differentiation: Students who struggle writing will
Assessment: Pre-assessment about the questions of be allowed to have shorter responses. The responses
identity will not be graded for grammar or spelling but for
content. Students will also be allowed to handwrite
or type their response.

Tuesday Date: Time:

OBJ: Students will be able to research authors to
share an understanding of how an author is often
written in to their own work
Standards: SL10.1, SL10.2
Materials: Chromebooks, Googledocs, paper
Homework: Students read chapters 1-10
Assessment: Contributing to group understanding
of authors and being involved in research
Procedures: In the students will be split into groups.
One group will research Rebecca At and the other
Oscar Wilde. Each group should mine for reasons
the author wrote their work, personal history,
political beliefs, and other works. The students will
come together in smaller groups (two from each
group) to compare their authors, discussing why its
important to know about an author
Differentiation: Students will work in a jigsaw-like
function, allowing them to share information easily
and split up work.

Wednesday Date: Time:

OBJ: Students research the social, civil, and
religious issues that underly a books importance.
Standards: SL10.1, W10.8
Materials: Chromebooks, Googledocs
Homework: Continued reading, should be at least
to chapter 6
Assessment: Students will turn in a googledoc with
the information they have gathered at the end of the
class period
Procedures: Teacher will lead discussion about
history and authors greatly effect their literature. To
further understand this book, students should also
understand the social issue included. Students, in
their groups from yesterday, will work to create a
timeline of LGBT history. Groups will be assigned
different aspects to study; social, civil, and religious.
Differentiation: Students will be paired in variated
groups that allow for best cooperation between
viewpoints and academic level

Thursday Date: Time:

 OBJ: Students can synthesize research on the
social, civil, and religious issues.
Standards: SL10.2, W10.8
Materials: Chromebooks, Googledocs, infographic
makers such as; venngage, canva, or visme
Homework: Continued reading
Assessment: Students will show the teacher the
work they have completed the end of the class
period before leaving
Friday Date:
OBJ: Students can effectively discuss and share the
information with peers
Standards: SL10.1, SL10.4, SL10.5, W10.7
Materials: Chromebooks and infographic makers
Homework: Students finish reading chapters 1-10
Assessment: Students’ completed timelines will be
turned into the teacher at the end of the class period
Week Two
Monday Date:
OBJ: Students can present a clear understanding of
the importance of a books authorial and social
origin through a clear and concise summary.
Standards: SL 10.1, W10.7
Materials: White board, expo markers, paper
Homework: Read ch 11-20
Assessment: Students will be assessed on the
completeness of their sentence and ability to present
learned knowledge
Tuesday Date:
Procedures: Students will continued to work to
create a timeline of LGBT history. Groups will be
presented different mediums to present their
timelines in, primarily digital.
Differentiation: Students will be paired in variated
groups that allow for best cooperation between
viewpoints and academic level. Students will be
given additional support if they struggle with
technology. On special cases students will be
allowed to work with physical materials again.
Time:
Procedures: Students will meet with other groups
that had the same focus as them (if any) and decide
which timeline to present. Each focus (social, civil,
and religious) will discuss the main points of their
timeline, pointing out any that may be most
important in light of the book
Differentiation: Students will be allowed to choose
a spokesperson for who presents in their group
Time:
Procedures: Students will synthetize all information
with a white board discussion. As the class
discusses, students will put some of the more
prominent pieces of information on the board. The
conversation will be student led but guided by the
teacher to cover important points about the books
origin and why the author is so important. In the end,
the students will write 3-5 sentences to summarize
what they learned over the introduction of the book
Differentiation: Students can participate at different
levels. All important information will be cataloged
and visible on the board.
Time:
OBJ: Students can evaluate current mainstream
expectations about gender and how their own lives
match with those standards
Standards: SL10.1
Materials: Chromebooks or paper and pencil
Homework: Read ch 11-20
Assessment: Student’s completion of the ranking
list will act as their participation for the day
Wednesday Date:
OBJ: Students can deduce the social expectations
of another era from dialogue and stage directions
Standards: SL10.1, SL10.3, W10.9
Materials: Chromebooks or writing materials
Homework: Continued reading, should be at
chapter 16
Assessment: Students will turn in their list and their
trait with accompanying proof.
Thursday Date:
OBJ: The class will develop opinions about the
importance of knowing gender norms to truly
understand a character.
Standards: W10.9, SL10.1
Materials: Chromebooks, writing materials
Homework: Continued reading
Assessment: Students will turn in their written
responses. They will be checked for thoughtfulness
and general grammar.
Friday Date:
Procedures: Students will discuss the expectations
of modern femininity and masculinity. Though
considered a more progressive era, students will be
asked to ignore personal opinions about what
SHOULD be masculine and feminine and instead
look at what IS considered to be masculine and
feminine by the mainstream. This list for male and
females will be written on the board. Students will
rank what aspects of their own lives match with the
conventional ideals
Differentiation: Students will be allowed to discuss
with their peers while they work in their list
Time:
Procedures: Students will look back at the
Importance of Being Ernest and determine what the
terms of masculinity and femininity are presented in
Wilde’s play. Each student will be asked to find one
character trait and a proof found in the play. They
will create a similar list to yesterdays. The lists will
be compared. Students this time decide which
character is the prime candidate to reparent their
gender.
Differentiation: Students will be allowed to verbally
relay their list if preferred.
Time:
Procedures: Students will take the lists they’ve made
the last two days and evaluate characters from
Simon vs. the Homosapien Agenda based on both
lists. Students will five characters for each list,
comparing which match the “ideal” the best. The
class will discuss if the characters that are most
“ideal” are necessarily the most interesting. Students
will write a short response on how gender norms are
important to know to see how they define a character
by either complying to them or rebelling from them.
Differentiation: Students can write or type their
responses
Time:
 OBJ: Students can use artistic means to express
their grown understanding on gender’s affect on
identity.
Standards: SL10.5, W10.1
Materials: Varied artistic materials, chromebooks,
video cameras.
Homework: Continued reading. If not completed in
class their visual and explanation must be turned in
by Monday
Assessment: Students should turn in their
representation and their explanations for
completeness, thoughtfulness, and effective
explanation.
Week Three
Monday Date:
OBJ: Students can research and collect ideas from
other viewpoints and articles about the definition of
identity.
Standards: RI10.8, RI10.4, SL10.1
Materials: Chromebooks, ebscohost
Homework: Read chapter 21-30 over the week
Assessment: Students will turn in their sources and
summarized lists.
Tuesday Date:
Procedures: Students will work to create a visual
representation of how gender plays into identity.
They will be allowed to create a collage, draw a
picture, create a short slideshow, or even make a
video. Their artistic representation of gender in
identity must be accompanied by 5-10 sentences
about what their representation expresses and how
gender should be seen by others.
Differentiation: Students can use the medium they
feel most comfortable with
Time:
Procedures: Students will again attempt to define
identity. Students will find articles and quotes about
how others define identity. They will find different
sources, such as a scientific/psychological article, a
social article, and 2-3 quotes. Students should
attempt to find variating sources and ideals. Students
will summarize the view of identity from each piece
and create a list.
Differentiation: Studnets will be allowed to find
their sources how they feel most comfortable.
Time:
OBJ: Students can find supporting evidence for or
against having a hidden identity to create a case.
Standards: RI10.8, RI10.4
Materials: Chromebooks, writing materials
Homework: Continued reading
Assessment: Collecting information for mock
debate.
Wednesday Date:
OBJ: Students can find supporting evidence for or
against having a hidden identity to create a case.
Standards: W10.1, RI10.8, SL10.3
Materials: Chromebooks
Homework: Continued reading and preparing for a
debate or writing their case out.
Assessment: Students will check in with the teacher
about what they are writing or giving their speech
on and what evidence they have.
Thursday Date:
OBJ: Students can present clear and concise
information and opinions about different situations
in which identity may be separated.
Standards: W10.1, W10.2, SL10.4
Materials: NA
Homework: Continued reading
Assessment: Students submitted cases will be
graded
Friday Date:
Procedures: In light of what they learned about
identity, students will attempt to research the
benefits and downfalls of a hidden identity. Students
should consider other types of hidden identities such
as writers using pseudonyms, closeted sexuality,
secret agents, and even having separate professional
and personal lives. Students will create a “case” for
four different situations (both pros and cons) as if
preparing for a debate. Students should try to find
facts, personal stories, and illustrations. At the end
of class, ask for a few students to share one of their
cases Differentiation: Students who need help can
create cases for only two different situations
Time:
Procedures: Students will continue to research the
nuances of hidden identity. Students will use their
findings from yesterday to choose one case to focus
on. Allow for students to decide if they’d like to
write a case or hold a short debate against another
student. Assign opponents based on interest. Decide
who will present pros and who will present cons.
Differentiation: Students who need help can create
cases for only two different situations. Students will
also be allowed to decide if they would like to
verbally present their information or submit a
written case.
Time:
Procedures: Students who chose to have a debate
will work with their “opponent”. Those who have
turned in their cases will listen and decide who is
most convincing or justified. Students “debating”
will give two short speeches each to present their
viewpoint and to make any rebuttal points.
Differentiation: Students will also be allowed to
decide if they would like to verbally present their
information or submit a written case.
Time:
 OBJ: Studnets can participate in meaningful Procedures: Students will discuss their cases and
conversations about how identity is important in debates in light of Simon vs the Homosapien
literature. Agenda. In a roundtable style discussion, allow
Standards: SL10.1, SL10.4 students to take the lead on asking questions to the
Materials: NA group about how each character has different
Homework: Continued reading “hidden” identities and how that affects the story.
Assessment: Participation and engagement in group Use this to start a conversation about if a hidden
discussion. identity is our true identity or merely part of our
identity. Allow them to mull over how one may find
their identity.
Differentiation: Students participate at different
levels.

Week Four
Monday Date: Time:
OBJ: Students can use previously obtained Procedures: Introduce the student to their final
information about identity and create a creative projects, based on what they have learned so far.
piece. Students can use information from past assignments
Standards: W10.3, W10.4 about identity. They should write creative non-
Materials: Chromebooks fiction written in the form of an email about how one
Homework: Finish reading through chapter 35 should find their identity.
Assessment: Students will show their work to the Differentiation: Students can use additional helps if
teacher as an exit slip wanted.

Tuesday Date: Time:

OBJ: Students can use previously obtained Procedures: Students continue to work on their
information about identity and create a creative creative non-fiction pieces revising and altering
piece. them to be around two pages long.
Standards: W10.3, W10.4 Differentiation: A list of what to look for will be
provided and the rubric will be on the projector
Materials: Chromebooks

Homework: Finish project

Assessment: Students will check in with the teacher

at the end of the day, submitting a rough draft for
editing tomorrow

Wednesday Date: Time:

OBJ: Students can effectively read work and make
notes on how to edit and revise
Standards: W10.3, W10.5
Materials: Chromebooks, printed copies of work,
and writing utensils
Homework: Finish project and make adjustments
based on notes given
Assessment: Students are expected to participate in
group editing.
Procedures: Students submit their pieces randomly
and are sent out to students to be edited and
commented on. Each essay will make it through two
passes of notes.
Differentiation: Students have their work checked
over twice. A list of what to look for will be
provided.

Thursday Date: Time:

OBJ: Students can present and read creative Procedures: Students turn in and read their final
information about identity projects. Students can read their own or turn theirs
Standards: SL10.3 in to be read randomly (again playing on the idea of
hidden identities).
Materials: Printed copies of work

Homework: Finish project

Assessment: Students essays will be collected and Differentiation: Students are allowed to have their
graded pieces read by other students.

Friday Date: Time:

OBJ: Students can present and read creative Procedures: Students turn in and read their final
information about identity projects. Students can read their own or turn theirs
Standards: SL10.3 in to be read randomly (again playing on the idea of
Materials: Printed copies of work hidden identities).Students will vote on the pieces
Homework: No homework they liked the best and thought best described
Assessment: Students essays will be collected and identity. The best three essays will be hung up in a
graded literary display.
Differentiation: Students are allowed to have their
works read allowed by others.