Kaylee Hurlburt

Direct Instruction Lesson Plan Template

Teachers: Subject:
Kaylee, Emma, Roxanne, Molly Gender Stereotypes
Common Core State Standards:
Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
Objective (Explicit):
Students will be able to analyze character development theme by identifying gender
stereotypes portrayed in different character types.
Evidence of Mastery (Measurable):
 Include a copy of the poem.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

Sub-objectives, SWBAT (Sequenced from basic to complex):

 How is this objective relevant to students, their lives, and/or the real world?
Students will be able to identify gender stereotypes in the poem and discuss what can be defied in a
gender.

Key vocabulary: Stereotypes, assumptions, defying Materials: White boards, dry erase markers, poem
Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
The poem has a great amount of Ethos that students will all have an opinion one way or another
 How will you communicate its importance and make the content relevant to your students?
It is important for students to identify these stereotypes and also come up with their own reasons as to why the stereotypes is
not appropriate to assume about all genders.

Teacher Will: Student Will:

 Provide the text for all students.  Read the short poem.
 Explain that this is important to know the  Write down/talk about all stereotypes that were used in
difference between stereotypes and assumptions. the poem.
 Guide students in direction of lesson.  Be able to explain what activities/ attitudes that both
women and men can do and have.
Instructional Input

Co-Teaching Strategy
 N/A

Differentiation Strategy
 N/A

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 Teacher Will:
 What types of questions can you ask students as you
are observing them practice?
Have you used stereotypes before? How have you
defied stereotypes? How will you go about using
stereotypes in the future?
 How/when will you check for understanding?
Understanding will be provided throughout the whole
activity. Students will write all stereotypes and write all
actions/ attitudes that defies gender roles.
 How will you explain and model behavioral
Guided Practice
Student Will:
 How will students practice all knowledge/skills required
of the objective, with your support, such that they
continue to internalize the sub-objectives?
 How will you elicit student-to-student interaction?
During the activity, there will be time where students
can talk about the different gender roles and if they
agree or disagree.
 How are students practicing in ways that align to
independent practice?
Students will identify on their own the stereotypes

expectations? within the poem and different roles that males and
Give instruction the whole lesson so that students are females take on their own.
preoccupied with the lesson than their own interests/
side discussions

Co-Teaching Strategy
 N/A

Differentiation Strategy
 N/A

Teacher Will: Student Will:

 How will you plan to coach and correct during this
practice? If students become stuck on the second
part of the lesson, I would suggest different things
that women can do and men can do that isn’t part
of the stereotypes.
 How will you clearly state and model academic and
behavioral expectations?
Using examples that are appropriate for a high school
class (Focus of the standard). If the discussion
Independent Practice
 How will students be engaged?
This will be mostly student lead, so it will keep them
engaged for the majority of the lesson
 How are students using self-assessment to guide their own
learning?
This helps them reflect on how they can use this lesson
in the future.

becomes too out of focus, will more than likely come

back together with another question pertaining to the
activity.
 Did you provide enough detail so that another person
could facilitate the practice?
Yes. From this sheet, there should be enough information
to duplicate the lesson.

Co-Teaching Strategy
 N/A

Differentiation Strategy
 N/A

Closing/Student Reflection/Real-life connections:

 Reflect on themselves by asking: Have you used stereotypes before? How have you defied stereotypes? How will you go
about using stereotypes in the future?

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