ENG 269

Mini Lesson Plan Template

DATE: CLASS:
English Iv
GRADE: Senior PERIOD(S): 2

Standard(s) CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.

ESSENTIAL QUESTION(S)
ID. 9-12.1 I know that all my group identities and the intersection of those
identities create unique aspects of who I am and that this is true for other people
too.
How does the reading of texts through a variety of lenses challenge ideas about
identity and provide insight into issues of intersectionality?

Lesson Structure Time Accordion options for

extending the lesson or for
meeting specific students’
needs
Objectives/Goals
1. I can recognize the ways in this text reinforces or
challenge group identity (specifically, gender and
sexuality) stereotypes.
2. I can use texts as a tool to better understand and relate
to group identities different than my own.
3. I understand and can apply a queer critical lens to my
readings.
Connection to Prior Learning
A queer literary lens draws on many of the same foundational
ideas as a gender/feminist lens. Previous experience reading
through a gender/feminist lens will scaffold students into a
more complex understanding of full spectrum of gender
identities and sexualities.

Additionally, other lenses (critical race, gender, social,

psychological, and reader response) have been covered by Ms.
Lore and students have experience working with them.
Rationale
Many people around the world are increasingly openly
identifying as lesbian, gay, bisexual, transsexual, asexual
and/or queer. It is important for these people to see
themselves reflected in the texts they read, and it’s important
for heterosexual and cisgender people to try to understand the
experiences of their LGBTQ+ peers and neighbors.
- Distinguish between queer and gender lens (see
below)
Modeling
3 min
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Introduction to Queer lens
- Define queer: “Queer refers to a suspension of rigid 2 min
gendered and sexual orientation categories (Jagose)
and is underscored by attempts to interrogate and
interrupt heteronormativity…” (Miller 38)
- Highlight that they may or may not already know
some folks who ID as queer in some way

Model reading a passage through a Queer lens (passage

featuring Cobain story, “Molly’s Lips,” from All Out)
- Distribute sheet with both queer lens and reading
passage

Guided Practice
THINK, PAIR, SHARE:
After independently reading the excerpts of the story
provided, students will highlight the portions that they find 5 minutes
indv.; 2 as
most challenge their preconceptions or stereotypes of pairs; 3 as
sexuality and genders. group (10
- Will be invited to use lens card by responding to total)
questions on card
They will then pair with partners to compare notes and
discuss. After that, the class will discuss the text as one large
group.
Invitation to Independent Practice
2 mins
Invite students to select at least 2-3 paragraphs of their choice
reading that might take on a new or different
relevance/meaning if read through a queer lens.

Discuss that even though sexuality might not be ever

explicitly mentioned in their book, there are still ways to read
it through that lens. Are LGBTQ+ folk conspicuously absent?
If so, why? Do they know anything about the author?
Independent Practice/Conferencing
10 minutes
Have students select 2-3 paragraphs to read and interpret
through a queer lens. Like the guided practice, they will have
a worksheet available to help guide their thinking. I will
individually conference with them as they work.
Wrap-Up 5 minutes
Discussion: Did anything about your experience reading this
surprise you? Why do you think it is important for readers to
be familiar with and utilize a queer lens? Do you think you
could apply this to a different choice reading?

Assessment(s)
Formative The wrap up will serve as a formative assessment, as students share
what surprised them about their experience and attempt to articulate
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for themselves the importance of a queer lens. With permission from
the students, worksheet will be collected (or photographed) to help
inform my assessment.
Summative

Exceeding Meeting Reaching Toward

Not Yet
How will I know Students show Students are Do not attempt to
whether students signs of self- attempting to engage with
are meeting the awareness and engage, even if they queer lens or
lesson objective(s)?
reflection as they are struggling; they don’t value it; rely
read, are using heavily on
understanding appropriate stereotypes
that in the absence terminology;
of explicitly queer understand the value
characters they of diversity and the
might have made concept of
assumptions intersectionality in a
about the vague, general sense.
gender/sexuality
of the characters
in their book. Also
acknowledge the
importance of
diversity, respect,
and the need for
marginalized
groups (and in
this case,
specifically queer)
to have a voice.

How will I respond Encourage Encourage students Probe student’s

during the lesson? students to share to reflect on understanding of
thoughts with stereotyping/erasure previous lenses;
their peers and of queer students use this to
engage in dialogue that they might have scaffold more
with them encountered; this carefully into a
might help prompt queer lens
deeper reflection
regarding their own
choice reading
How will I adapt
tomorrow’s lesson?

Modifications/
Differentiation
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(Note: My thanks to Kenny, Shelby and particularly Mallory for working as a group to create the above
lens card, which will be a valuable resource in teaching this.)