Lesson Plan

Thinking about Gender

Students will think critically about gender issues in the world and construct an appropriate product to present their findings.
Hunter R.
Classroom teacher
Huntington High School
Huntington, United States
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My Grades 10
My Subjects English Language Arts

Students will be able to...

Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the argument presented.

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.


English Language Arts
Grades 10
All Notes
Teacher Notes
Student Notes

1 Hook

This unit will start off with a TED Talk from a young lady Shabana Rasikh called "Dare to Educate Afghan Girls." As students see the nature of gender equality in other places throughout the world, we'll move into a discussion after the video's completion. 

  • How do the gender issues addressed in this video compare to gender issues here in the US? West Virginia? Huntington? Huntington High? 
  • What other types of gender issues exist in today's world? 
  • How do these issues compare to other issues regarding equality throughout history? 

2 Direct Instruction

Activity: Conversing
  • After addressing the issues brought up by the TED Talk, move into a lesson digital citizenship from Common Sense Media called "Feeling on Display." 
  • Here's the link to the lesson plan:
  • After students talk through the "Warm Up," they will watch the video on this issue and develop some answers to the discussion questions as groups. After an adequate amount of time, the groups will share out. 
  • The hope of this part of the activity is to get students to understand that gender issues have a vast reach and, more than likely, are relevant to them in some way. 

3 Guided Practice

Free, Paid
  • After this, students will be given the task of creating a researched presentation on a relevant gender issue. 
  • Students will be asked to create an annotated bibliography to demonstrate the validity of their sources. 
  • EasyBib is a great way to cite sources correctly, and it also allows students to annotate each source as they are doing the research for the project. 
  • After a walk-through on how the website works, students will be directed to work independently on annotating their resources while putting together an effective presentation.
  • Students need a minimum of five annotated sources (rhetorical precis are acceptable forms of annotation).
  • After students understand how to use EasyBib, collectively generate a rubric of ten things that most be included in the final product to demonstrate mastery of the above objectives. 
    • These will serve as the rubric for the finished products. 

4 Independent Practice

Google Drive
Free, Paid
  • Students can use Google Docs in a variety of ways during the independent practice portion of the assignment. 
  • The primary function of this resource is the Google Presentation software. 
    • Students can use this digital presentation maker to organize and present their information to their peers. 
    • As in a business environment, students will present their research in an organized presentation abiding by the six by six rule so not to clutter the slides with text. 
    • Students should also incorporate graphics that contribute to the effectiveness of the presentation. 
  • Students will have several class periods to work on this part of the assignment.

5 Wrap-Up

Google Drive
Free, Paid
  • Students will grace their peers with their research presentations.
  • After each presentation, students in the audience will be allowed to ask the presenter questions and discuss the issue presented.