Direct Instruction Lesson Plan Template

Teachers: Megan Clarke Subject: English

Common Core State Standards:

Analyze the representation of a subject or a key scene in two different artistic mediums, including
what is emphasized or absent in each treatment.

Objective (Explicit):

Students will demonstrate their understanding of perceived gender roles by comparing their idea of
gender roles against the artistic mediums provided by the teacher.

Evidence of Mastery (Measurable):

 Include a copy of the lesson assessment.
 Provide exemplar student responses with the level of detail you expect to see.
 Assign value to each portion of the response.

Students need to find two external examples (personal, artistic medium, or texts) that defy the perceived
gender roles from the class discussion.
Some examples might be:
- Men in make-up
- Woman CEO
- Shakespeare male actors portraying women
- 2019 Fashion
- Emotional displays men vs women
- Displays of strength men vs women

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

 How will you review past learning and make connections to previous lessons?
 What skills and content are needed to ultimately master this lesson objective?
 How is this objective relevant to students, their lives, and/or the real world?

Key vocabulary: Materials:

Opening (state objectives, connect to previous learning, and make relevant to real life)
 How will you activate student interest?
 How will you connect to past learning?
 How will you present the objective in an engaging and student-friendly way?
 How will you communicate its importance and make the content relevant to your students?

Teacher Will: Student Will:

Instructional Input

 How will you model/explain/demonstrate all  What will students be doing to actively capture and
knowledge/skills required of the objective? process the new material?
 What types of visuals will you use?  How will students be engaged?
 How will you address misunderstandings or
common student errors?
 How will you check for understanding?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could teach it?

1
 Teacher will post two discussion topics – Through active discussion
1. What does it mean to act like a man? Making lists
2. What does it mean to be Lady Like? Second Activity Instructions: Identify one side of the room as
using flip pad and request students to break up into pairs agree and one side as disagree. Class to stand in the middle
to discuss. One student from each pair will then come up with space for them to move along a spectrum from agree to
and start to create a list of stereotypical behaviors that
disagree. Read out a few of these statements; always read those
boys and girls are expected to adopt in the process of
becoming men and women in our society. If students are in bold. Following each statement ask the pupils to move to a
having trouble coming up with a list ask questions like: place on the agree/disagree spectrum that reflects their view.
what words or expectations come to mind? Make specific Facilitate discussion after pupils have positioned themselves,
prompts by asking what does it mean to “act like a man” or asking them why they have stood there. Sum up the
“be lady like” in sports, business, on a date. agree/disagree activity and identify anything that stands out for
After lists are complete ask students to stand up for you as a facilitator. List of statements (Keep an eye on time – if
second activity.
running late only use two-three prompts):  People should go
for the jobs they think they would be good at and are interested
in.  Math is really difficult.  Your gender should have no impact
on your subject choices.  I would always encourage my peers
to do whatever subjects they want.  Nursing is a profession
best suited to women.  Males and females are equal  Boys are
better than girls at Math and Science.  Girls do better in school
than boys.  Designing Technology is a “boys” subject.  Being
the only male/female in a class would put me off choosing that
subject.  The best job for you is one that matches your skills,
abilities and personal qualities.  Boys are better at computers
than girls.  Girls are better at sports than boys.

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Teacher Will: Student Will:

 How will you ensure that all students have multiple  How will students practice all knowledge/skills required
opportunities to practice new content and skills? of the objective, with your support, such that they
 What types of questions can you ask students as continue to internalize the sub-objectives?
you are observing them practice?  How will students be engaged?
 How/when will you check for understanding?  How will you elicit student-to-student interaction?
 How will you provide guidance to all students as  How are students practicing in ways that align to
they practice? independent practice?
 How will you explain and model behavioral
expectations?
 Is there enough detail in this section so that
another person could facilitate this practice?
Guided Practice

After second activity make a box around each lists that Students will be broken up into pairs or groups to work on
were created at the beginning of class, continue the discussion questions. They will be coming up to the flip chart
discussion by asking them: Where do we learn these and creating a visual aid to help them understand gender roles.
gender roles? What people teach us these stereotypes Students will be asked about their personal experiences to
(Entertainment, Sports, Media), what names or put downs connect lesson to real world scenarios.
are boys/girls called if they don’t fit into the box. Write the
students responses around the outside of the boxed lists.
(You may draw arrows to illustrate how they reinforce the
wall of the stereotype box) When charts are finished ask
students: How does it feel when we are called these
names? Ask for personal experiences. How do these labels
and names reinforce the stereotype box?

Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

2
 Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?
 How can you utilize grouping strategies?
Teacher Will: Student Will:
 How will you plan to coach and correct during this  How will students independently practice the knowledge and
practice? skills required by the objective?
 How will you provide opportunities for remediation and  How will students be engaged?
extension?  How are students practicing in ways that align to
 How will you clearly state and model academic and assessment?
behavioral expectations?  How are students using self-assessment to guide their own
 Did you provide enough detail so that another person
learning?
Independent Practice

could facilitate the practice?

 How are you supporting students giving feedback to one
another?
Once students understand stereotypical gender roles, the Students will use the internet to find two examples to present to
teacher will ask students to jump on their electronics (ipad, the class (if time), otherwise to the teacher as a homework
laptop, phone) and find two examples of artistic medium assignment. The examples they will find will allow them to think
(text, video, music, art) that defy the lists they created. outside the boxes of gender and show them that gender should
Teacher will present a commercial and a magazine cover not stop them from pursuing what they like/love.
that both defy gender roles, so they have an idea of what to
look for.
Co-Teaching Strategy
 Which co-teaching approach will you use to maximize student achievement?

Differentiation Strategy
 What accommodations/modifications will you include for specific students?
 Do you anticipate any students who will need an additional challenge?

Closing/Student Reflection/Real-life connections:

 How will students summarize and state the significance of what they learned?
 Why will students be engaged?
Through several activities and an assignment of finding two examples of defying the stereotypical gender roles students will be
asked to write a short prompt describing their original ideas on gender roles and how they feel about them now.