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LEARNING PLAN

Katy McKellar
Learning Plan
Mrs. Hiller Crook
Georgia College & State University
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LEARNING PLAN
Name: Katy McKellar Grade(s): 9-12 Subject: Social Studies-Civics

Lesson Title: Exploring Societal Constructs of Heteronormativity and Gender Roles through Date: 3/6/21
Literature
Unit Level Goals:
Students should be able to read a text and separate the facts from opinions in order to construct an informative essay on the topic.
Students should be able to engage in a class-wide discussion using vocabulary from a text after reading it.
Students should be able to collaborate in a group setting in order to discuss a community problem and determine a course of action of how they
will approach social issues/constructs in their lives outside of school.
State Mandated Standard(s):
L9-10RHSS4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic
aspects of history/social science
L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
L11-12RHSS4: Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the
meaning of a key term over the course of a text
SSSocSCI: Explain the process of socialization.
e. Analyze gender, race/ethnicity, and socio-economic status as contributing factors to individual socialization.

IEP Goals to be Addressed in Lesson:

When given a passage of text on his independent reading level, “John” will be able to read 150 words per minutes with less than 3 errors.
When give a topic based on a passage of text that has been read, “John” will write a 1-2-page essay in paragraph format using correct mechanics
and spelling with less than 5 errors.

Lesson Objectives: Assessment(s): Planned Feedback:

Students will identify how our various group
identities shape us as individuals.
Students will be able to explain what
privilege(s) people have based on their
identities.
Students will identify the challenges of
celebrating what we have in common while also
honoring our differences.
Students will be informally assessed on their
Traits Matrix assignment for accuracy and detail
of explanations.
Students will be informally assessed on the draft
of their essay prior to writing their final product
of the essay.
Students will be formally assessed on the
structure, content, and mechanics of their 1-2-
page essay describing their plan to action for the
community problem of their choosing.
Students will be given individual verbal
feedback during the reading of the text passage
and creation of the “Traits Matrix” if they
choose to read or contribute.
Students will be given group feedback during
their “Be the Change” activity to structure their
discussion and ideas.
Students will be given written individual
feedback for their 1-2-page essay on both their
draft and final product.

Key Communication Skills Required: Vocabulary to be Taught: Use of Vocabulary and/or Communication
Students should be able to read a text aloud while Gender Identity Skill in the Lesson
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LEARNING PLAN
pausing to discuss the content for comprehension.
Students should be able to define a vocabulary
word in their own words after being given the real
definition. Students should be able to participate in
a small group discussion in which they take turns
speaking and respect each other’s differences
while also collaborating with common ideas.
Instructional Resources & Materials:
- Printed copy of texts being read
- Lined paper and pencils to record notes
and write essay.
- White copy paper to allow freedom of
structure in design of “Traits Matrix”
chart.
Planned Supports:
Differentiated Instruction Strategies:
Planned Collaboration with Others:
Management Considerations
Sexual Orientation Students will use a strategy called the “Traits
Heteronormativity Matrix” to show how vocabulary words relate to
Homophobia one another and to conceptual frameworks. *
LGBTQ community
Oppression
Societal Norms
Use of Technology: Assistive Technologies:
- Smart Board/overhead projector will be - Pencil grip to support handwriting
used to show video to students and - Computer to type essay if student feels
vocabulary definitions. incapable of doing so in the same
- Whiteboard to record important points amount of time as peers.
made during class-wide portions of
lesson.
“John” will be given preferential seating in a small group of peers that he can collaborate with,
sitting close to the teacher to ensure focus.
“John” will be given repetition and rephrasing of directions (in English only) to ensure
understanding.
Material presented to “John” will be broken down into more manageable parts.
John will be given time and a half on writing his 1-2 page essay with the option of typing his
essay on a computer as well.
“John’s” special education teacher will remain close to him during the entirety of the lesson so
that he stays on track for the duration of instruction.
“John” will receive a printed copy of the vocabulary definitions that the teacher presents to
students on the board.
“John’s” special education teacher will be his note taker during the small group discussion in
Guided Practice so that he can focus on being fully engaged in the discussion.
“John” will be given the option of typing his essay on a computer instead of on paper if he
feels that he is incapable of handwriting it in the same amount of time as his peers.
This lesson is to be taught in an inclusion setting with students in general education and
students who receive special education services. Therefore, there will be one general education
teacher and one special education teacher who co-teach the class together.
The topic of discussion is one that each student will have a unique perspective on, so it should
be prefaced by teacher that no negative language or discrimination will be accepted in
classroom in order to establish a “safe space” for students to express their opinions.
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LEARNING PLAN
Introduction to Lesson/Activate Thinking:
Body of Lesson/Step-by-Step
Procedures/Teaching Strategies
Hook (3 minutes): Students will watch “Gend-O-Meter” video that gives real-life accounts of
students who have felt oppressed by society’s enforcement of gender roles upon them.
https://youtu.be/v_rUFSvUFcU
Connection to Background Knowledge or Previous Learning (10 minutes): Students will
read the text passage “Families Like Mine: Children of Gay Parents Tell It Like It Is” aloud as a
class using the “Shared Reading” strategy, which “combines aspects of guided reading and read-
aloud strategies” to promote understanding and comprehension of text. Students will then
independently answer the attached questions. https://www.learningforjustice.org/print/85635?
text_version=teacher&term_highlight=
https://www.learningforjustice.org/print/85986
Introduce and Model New Knowledge (15 minutes): Teacher will introduce vocabulary terms
with definitions and relate them to examples in the text and video. Students will then be guided
through the process of creating a “Traits Matrix,” which is a “semantic feature analysis strategy
where students use a grid to show how vocabulary words relate to one another.”
Traits Matrix:
1. Students will choose vocabulary words from the text/video/.
2. Select a topic for semantic feature analysis (e.g., gender, power, sexual orientation).
3. In the far-left column of the matrix, list vocabulary words related to the topic.
4. List some features or characteristics related to the topic across the top row of the matrix.
5. Students will independently fill in definitions for words they already know on the matrix.
For the words that students don’t know, they can reference the definitions the teacher gave
them.
6. Students will place a “+” in the matrix when a vocabulary word aligns with a feature of the
topic, a “—" when a word does not align, and a “+/–” where it depends with an
explanation. If students can’t determine a relationship, they can leave it blank.
https://www.learningforjustice.org/print/86016
Guided Practice (15 minutes): Students will gather in small groups of 4-5 people to “Be the
Change.” In this activity, they will discuss the video, text, and traits matrix to “identify and
investigate a community problem and propose a solution.” Then, they will “plan and implement
action directed at solving the problem. Each student should take bulleted notes throughout
discussion to collect ideas for the content and message of the short essay they will write during
Independent Practice. **
https://www.learningforjustice.org/print/85935
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LEARNING PLAN

Independent Practice (30 minutes): Students will “Break It Down” through writing a 1-2
page draft*** of an essay about the “meaningful words and phrases from a text” while also
incorporating the information and ideas that they have gathered thus far for their “Be the
Change” plan of action. This essay should inform the reader of why the content being
discussed is important and relative to all of society while also acknowledging that the student
has his/her/their own individual ideas to contribute.
https://www.learningforjustice.org/print/85944

Lesson Closure: Review Standard/Summarize Learning (5 minutes): Students will have a class wide
discussion to debrief on the content that they learned during class. Students will be given the
opportunity to present any questions, comments, or concerns that they have on any element of
class from today or any future assignments that they have been given. Teacher will review
aspects of essay that should be revised for completion as homework.

Connection to Tomorrow’s Lesson: Students will continue to discuss the ways in which
heteronormativity and gender roles affect society through the exploration of what feminism is
through text tomorrow. Students will then have another “Be the Change” discussion and revise
their plan based on the new things they learn about the structure of society.
**Students do not need to finish their “Be the Change” assignment during class today, because
it will be an ongoing project for the duration of the unit.
***Students will be given the opportunity to take home the draft of their essays and revise
them before being formally graded.

Notes: *Featured in “Introduce and Model New Knowledge” section.

Works Cited
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LEARNING PLAN
https://www.learningforjustice.org/learning-plan/exploring-societal-constructs-of-heteronormativity-and-gender-
roles-through