use T&L Instructional Plan Template

(Updated 4/17/15)
(edTPA Aligned)

Section 1: Planning for Instruction and Assessment

a.​ Instructional Plan Purpose:

The purpose of this lesson is to teach students about gender stereotypes and diversity within
the classroom. The goal is for students to understand that there are multiple ways to express
gender, and that a person’s gender does not define what they can become. This will be done
by reading multiple books, classroom discussions, and a self portrait. Additionally, explain
where in a unit this lesson would be taught. What lesson topic came prior to this one
(yesterday) and what related lesson will come after this one (tomorrow)?
This lesson is a free standing lesson, but is aligned with the current math and social studies
content. So students will be adding and subtracting double and triple numbers, as well as
examining the area they live in. Yesterday students were learning and practicing adding and
subtracting triple digit numbers, and researching and writing about the countries their
families originate from.

b. State/National Learning Standards:

H1.Se5.2a
Understand there is a range of gender roles and expression
H1.Se5.2b
Understand importance of treating others with respect regarding gender expression.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.
CCSS.ELA-LITERACY.RI.2.8
Describe how reasons support specific points the author makes in a text.
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and
tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds.
Creating Art Anchor Standards:
2. Organize and develop artistic ideas and work
3. Refine and complete artistic work.

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 c. Content Objectives and alignment to State Learning Standards:
ELA:
SWBAT draw a self portrait of what they want to be if gender stereotypes did not hold
them back and write an explanation of what/why they drew what they did.
Aligned standards:
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain,
or describe.
CCSS.ELA-LITERACY.RI.2.8
Describe how reasons support specific points the author makes in a text.
Math:
(Can use manipulatives and other strategies to help solve these problems)
SWBAT find statistics about the school/district and how many boys and girls attend their
school and district.
SWBAT talk about the differences between how many boys and girls are in the
school/district.
SWBAT add the number of boys in each school to find how many total boys are in the
district.
SWBAT add the number of girls in each school to find how many total girls are in the
district.
Aligned Standard:
CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and
tens, ones and ones; and sometimes it is necessary to compose or decompose tens or
hundreds.

Language Objectives:
1. SWBAT orally discuss gender stereotypes with a partner
2. SWBAT paint or color a self portrait of their future selves after discussing gender
stereotypes

d. Previous Learning Experiences​:

Before teaching our lesson students should already be aware of gender stereotypes from the
world around them. Some students have read the book “Artsy Boys and Smelly Girls” as a class,
therefore this book will be review for them and they will be able to build on what they already
know.

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 e. Planning for​ ​Student Learning Needs​ (accommodations, student experiences, prior
learning and experiences):
Students with special needs: For students with severe special needs we will have them working
on their self portrait the whole time while listening to the read alouds. However, they will not be
expected to participate in the whole class discussions. For students with minor special needs they
will be able to stand up during whole class discussions in order to keep them moving and
engaged. They will be expected to participate in the whole class discussion.

ELL’s: For ELL students we will pair them up with a peer they are comfortable with and at any
point during our lesson they will be able to ask their peer questions they have about vocabulary
or anything else they do not understand. If they still do not understand a concept we will help
them one on one when students move to individual work time.

f. ​Assessment Strategies
Content/Language Objectives
Content
ELA:​ SWBAT draw a self portrait of
what they want to be if gender
stereotypes did not hold them back and
write an explanation of what/why they
drew what they did.
Math: ​SWBAT find statistics about the
school/district and how many boys and
girls attend their school and district.
Language
SWBAT orally discuss gender
stereotypes with a partner
SWBAT paint or color a self portrait of
their future selves after discussing
gender stereotypes
Assessment Strategies
Informal:​ For our informal assessment, we will be
walking around as students are working on their math
problems to see if they are understanding them. This
will tell us who is still struggling, and where they are
struggling. From here, we can take note of the
students struggling and work with those students
during their independent work.
Formal: ​Our formal assessment is an art project that
the students will be producing after the lesson has
come to a near closure. This project will show us that
students have understood the lesson and were able to
apply key concepts to create a self portrait. If
students are still unable to create a self portrait with a
sentence or two on the back about why they have
created what they did using points from the lesson,
then we will talk with them individually during the
independent work time.
Informal: ​The informal assessment will be the
discussion component of this lesson. Students will be
responding to our prompts and questions, and if
students are unable to use the lesson vocabulary or
discuss stereotypes and their self portrait, then we
will take note of those students during the discussion.
We will be listening to the verbal responses of
students for this assessment, and if we take note of
students, then we will meet with them during
independent work time.

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 g. ​Student​ ​Voice:
Student-based evidence to be Description of how students
K-12 students will be able collected (things produced by will reflect on their learning.
to: students: journals, exit slips,
self-assessments, work samples,
projects, papers, etc.)
1. Explain student Exit Slip After discussing what the
learning targets and learning targets are for the
what is required to meet lesson, students will show
them (including why on their fingers (1-3, 1 being
they are important to they do not understand) if
learn). they understand the learning
targets or not.
2. Monitor their own Art Project Students will create a self
learning progress portrait of whatever they
toward the learning want to be when they grow
targets using the tools up if gender stereotypes did
provided (checklists, not exist. On the back of
rubrics, etc.). their project they will write a
few sentences about what
they learned during the
lesson.
3. Explain how to access Reflection At the end of the lesson
resources and students will have the
additional support when opportunity to reflect on
needed (and how/why what they learned as a class.
those resources will Students will share the
help them). projects they created and
why they created what they
did. This will allow students
to remember everything
covered in the lesson and
allow them to voice their
opinions about the topic.

h. Grouping of Students for Instruction:

First, students will be sitting as a whole group on the carpet for our two read alouds. We will talk
about what gender stereotypes are as a whole class to ensure that everyone understands the goal
of our lesson. Then we will do a short math lesson as a whole class on the carpet as well. Each
student will get a personal white board in order do calculations on their own. Students that have
different needs, like ELLs, will be sitting next to a peer that they trust to help them through the
discussion and problems.
Next, students will go back to their desks for independent work time. This is when they will
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 create their self portraits and write about what they learned during the lesson. Their self portraits
should reflect what they would want to be if gender stereotypes did not exist. If students would
like, they may discuss and help members of their table groups. Though it is independent work
time, students will be encouraged to share their work with their peers to help inspire other
students so all members of the class feel like they are part of the group.
Finally, students will turn and talk with a partner about what they drew. This will give all
students a chance to talk about their project and what stereotype they would break down. After
all students have shared their art projects with a partner, we will come back as a whole class and
have anyone who wants to share their art or what they learned during the lesson with the class do
so at this time.
Section 2: Instruction and Engaging Students in Learning

a. Introduction​:
To introduce this topic, we want to start with an easy book that will grab students
attention. We have decided to use the book “Artsy Boys and Smelly Girls,” by Elise Gravel,
which depicts boys doing things that are more “girly” in nature, and girls doing things that are
“boyish” in nature. However, we will start even before this book by asking students if they have
ever heard of different stereotypes, and if they have ever felt like they couldn’t do something
because of their gender. This will guide a discussion into our book, which will hopefully make
the students laugh and become engaged in our lesson. The purpose of the book is to get students
thinking about themselves and what they do and how that relates to the stereotypes they came up
with.

b. Questions
1. Has anyone ever told you you can’t do something because of your gender? ​(Blooms:
Remember)
2. How did someone telling you, you can’t do something make you feel?​ (Blooms: Analyze)
3. Do you think boys and girls should be able to do anything they want to do? ​(Blooms:
Understand)
4. Have you ever not done something because you were afraid it was not the “boy” or “girl”
thing to do?​ (Blooms: Evaluate)
5. Do you think boys and girls should be able to do/be whatever they want to be? ​(Blooms:
Apply)

c. Learning Activities:
Learning Steps and Activities
Example​: Transition from introduction by
asking students to look at “inputs” and in pairs,
create a list of additional community
assets/contributions (inputs) for social change
diagram. Circulate around groups to observe
students’ progress.
Supporting Theories/Principles
(​why​ are you doing what you are doing?)
Supports multiple means of engagement, and
allowing students to generate their own inputs
from experience; is more culturally
responsive than teacher generated ideas only.
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Introduction:
In order to hook students and keep them
engaged during our lesson we will ask them
some prompting questions before introducing
our topic to them. Some questions we will ask
include,
Teacher: “Has anyone ever told you you can’t
do something because of your gender?
How did that make you feel?
Do you think boys and girls should be able to
do anything they want to do?
Have you ever not done something because you
were afraid it was not the “boy” or “girl” thing
to do? Or did someone tell you not to do what
you wanted because it was not boy or girl
enough? What is a stereotype? Keep your
answers in mind while we start to read some
books about gender stereotypes”
After having students think about these
questions we will read “Arty Boys and Smelly
Girls” and “The Only Boy in Ballet Class”
Teacher: “As we read these two books aloud
for you, we want you to be thinking about the
questions we asked you before and if you think
the characters in the books might be feeling the
same way you did or differently than you.”
Class discussion about gender stereotypes:
Teacher: “Who would like to share what they
were thinking about during out read aloud? Did
you see or hear anything that seemed unfair?
(Students respond) Good! People were making
fun of the main character because he was a boy
who wanted to dance. (More student responses)
Yeah he was also bullied because of what he
liked to do. How would you feel if someone was
bullying you because of what you liked to do?
Not very good, right? This is what we are going
to be talking about today. Who has heard the
word or know what a gender stereotype is?
(Wait for students to respond) Gender
By asking students these prompting questions
we will get them thinking about gender
stereotypes and how they play a role in their
own lives.
Bloom’s Taxonomy- The six basic objectives
are are helpful, and present in the activity, and
help the teacher plan an effective assessment of
student knowledge.
Bronfenbrenner's Biological Model- Each
student is unique and brings different social and
cultural contexts to the group and classroom.
As students are listening to these stories, they
will be able to apply the questions we talked
about.
Bronfenbrenner's Biological Model- Each
student is unique and brings different social and
cultural contexts to the group and classroom.
Vygotsky’s Importance of language- Students
need a chance to talk through a problem or
concept with other students or the teacher.
Constructivism- Students need to be actively
engaged in new concepts so they can construct
their understanding, rather than sitting around
passively absorbing it. They need to be in
charge of their learning, rather than just
listening to me give them answers and talk at
them.
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stereotypes are ​one-sided and exaggerated
images of boys and girls which are deployed
repeatedly in everyday life. They are found
commonly in the mass media because they
operate as a widely understood shorthand.
Sociologists often see ​stereotyping​ as part of
the process by which children are socialized
into roles and by which adults and children are
denied opportunities for more individually
varied development.”

“Now that we are thinking about gender

stereotypes let’s look at how many boys and
girls there are in our school and in our district.
We are passing out whiteboards and markers
for you to use during this part of our lesson but
we only want you to be writing when we tell you
to. Thumbs up if you understand when you need
to be writing? (Ask someone to repeat when
they should be writing on their boards) First,
we are going to look at how many boys and
girls are in our school and in other elementary
schools in Pullman. (Students will add the
number of boys and girls in each school in
order to find the total number of boys and girls
in the district. They will then subtract the total
number of girls from the total number of boys in
order to find how many more boys are in the
district than girls.”
Franklin: Boys: 250 Girls: 214
Sunnyside: Boys: 254 Girls: 203
Jefferson: Boys: 272 Girls: 234
Total: Boys: 776 Girls: 651 Difference: 125
more boys than girls
Discussion: Constructivism- Students need social
Teacher: “Now that we have found that there interactions to support their learning process, so
are 125 more boys than girls in our district, do allowing them to work in pairs or groups allows
you think this influences gender stereotypes students to build on existing knowledge.
within our community? (Allow time for students
to think and answer) Do you think all school Vygotsky’s Importance of language- Students
districts have more boys than girls enrolled in need a chance to talk through a problem or
their elementary schools?” concept with other students or the teacher.

Reflection and Application: Constructivism- Students need to be actively

Teacher: “Now that we have been thinking engaged in new concepts so they can construct
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about gender stereotypes and what it means I their understanding, rather than sitting around
want everyone to think about something they passively absorbing it. They need to be in
would be when they grow up or what they charge of their learning, rather than just
would do right now if gender stereotypes did listening to me give them answers and talk at
not exist. Our goal is to break down gender them.
stereotypes and make everything acceptable for
boys and girls to do. So think for a minute
about what you might want to do if they did not
exist. (Allow for student think time) Give me a
silent thumbs up if you have something you
would do. Okay, I am seeing everyone with a
thumb up so what we are going to do when I
say go, is go back to our desks and create a self
portrait. Who knows what a self portrait is?
(Allow for student response) Good! It’s a
drawing you make of yourself. So I want you to
think about what you would do if you could be
anything you want to be and make a self
portrait of you doing that. Put your hands on
your head if that makes sense. If you have a
questions keep your hands down. (Answer
questions) Okay there is paper at your desk and
you can use markers, colored pencils, crayons
or paper to create your self portraits. Ready,
go!
Students will work on their projects and if
someone needs help coming up with something
to draw we will walk around and provide
support to those students and to anyone else
that needs it.
When students are finishing up their projects
we will have them turn and talk to their partner
about what they drew and why. This will give
everyone a chance to talk about their art
projects and show their partner what they would
be in gender stereotypes did not exist.

b. Closure:​ ​Closure is the signal to students that the lesson is now coming to an end.
In closure, teachers review the learning targets (what was taught) for the day and
refocus on what is important.
After students have completed their self portraits, we will have some of them share what
they have created and why. This will encourage students to see their peers in a new light, and
showcase the abilities and interests that are in the class. The students will all have the
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opportunity to share if they would like, and then they will be hanging up their portrait on the wall
to be displayed for everyone. Before hanging up the portraits we will encourage students to
change their thinking about what they just created. Instead of this being a portrait of what they
would​ be, they are portraits of what they are ​going​ to be. We will have students sign the front of
their self portraits symbolizing that they will actively break down the barriers of gender
stereotypes and be an ally for anyone else trying to break them down as well. After this time, we
will ask students what they think of the finished display wall. We might as the questions, “how
does this make you feel?” and “are you motivated to make sure that boys and girls have the same
opportunities?” This will extend the learning and leave the class with time to think about what
they can change in the future, and how they can use what they learned in this lesson.

c. Independent Practice:
In order for students to continue learning about diversity and breaking down gender stereotypes
we will encourage them to look closer at the TV shows they watch and see if they can identify
any diversity within them. If they do cannot identify any diversity or only see men and women
being portraying in a stereotypical way, they can think about why that may be. What can they do
in their community, school or at home in order to continue to break down the barriers that the
world puts on them.

d. Instructional Materials, Resources, and Technology:

● Books
● Overhead
● Paper
● Markers
● Pencils
● Colored pencils
● White board/ white board markers

e. Acknowledgements:​ Acknowledge your sources

Gravel, E. (2016) ​Artsy Boys and Smelly Girls. ​Retrieved from: ​http://elisegravel.com/en/
Gruska, D; Wummer, A. (2007) ​The Only Boy in Ballet Class​. Gibbs Smith: Layton, Utah