Hello Third Grade families and Administration!

Over the next couple of weeks (and continuing throughout the school year) we will
begin introducing issues of oppression to our students. Issues we will discuss will include:
racism, sexism, genderism, ageism, ableism, etc... We are choosing to address these issues
in the classroom because we believe that through knowledge of these issues our students
will become well-rounded citizens. Having a general awareness and understanding of these
topics will help us create an accepting and welcoming classroom community.
To ensure that all students feel safe and respected, our class will come up with a list
of rules that are agreed upon by all. These rules will focus on making all activities and
discussions judgment-free and honest, with the overlying goal that students will become
informed of these issues of oppression.
We understand that these issues can often be controversial, and want to ensure that
they will each be taught in an age-appropriate manner. If you would prefer that your
student is not included in these lessons, we will be willing to make accommodations as
needed. Additionally, we know that talking about these issues can be uncomfortable for all.
If you would feel more comfortable being in the classroom with your student while these
topics are discussed, we welcome you to join.
If you have any questions or concerns we invite you to contact us via phone or email.

Thanks,
Ms. Frazier and Ms. Lockwood

Special Education Accommodations

Lesson 1, Racism:
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: This lesson plan is designed to give students a brief
introduction to the issue of racism as a system of oppression. Students will learn about
what racism is, as well as ways that they can acknowledge and avoid it. This lesson will
help create a safe and welcoming classroom environment where all students feel
comfortable.
b.

Alignment to State Learning Standards:

CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths
from diverse cultures; determine the central message, lesson, or moral and explain
how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RL.3.3: Describe characters in a story (e.g. their traits,
motivations, or feelings) and explain how their actions contribute to the sequence of
events.
CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in the
light of discussion.

ELP State Standards:

2-3.3: speak and write about grade- appropriate complex literary and informational
texts and topics
Level 3: Deliver short oral presentation, compose written narratives, compose
information texts about familiar texts, topics, experiences, or events.
c. Content Objectives:
SWBAT describe character actions in the story.
SWBAT explain their own ideas and understandings.
Language Objectives:
SWBAT explain the main message of the story.
d. Previous Learning Experiences: This is a lesson that would be done around the
beginning of the school year. Depending on the students, some may have learned about
racism and issues of oppression in past classes, and some may have personal experiences

with racism. Encouraging all students to share their ideas and experiences during this
lesson will aid in open and informative classroom discussions.
e. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Certain accommodations will be provided to students who
qualify for specific services and also for students who need accommodations/modifications
to improve their learning environment. Shown below is a chart for each of the students and
what specific accommodations are given to them during instruction. If students were at a
nonverbal communication level, for example a student who is an English Language learner
that needs lower level questions would be allowed to draw and represent their
understandings using different strategies. To make the classroom a positive learning
environment, taking into account each students cultural and educational background will
be a key component in this learning community. Acknowledging and incorporating
diversity into content areas are also accommodations for students who are adjusting to a
new environment.
# of
Students

Disability
Category

2 Students

Developmental
Delays

1 Student

Multiple Delays

Accommodations and Modifications

*Any type of personal writing can be orally told to the
teacher who will write the words using a highlighter.
The students will then trace over all the words.
*Close monitoring during group and individual work.
*Directions will be explained orally.
*Seating closer to the front where the teacher is
standing.
*Simplified assignments
*Full time
paraprofessional that
assists the student within
the general education
classroom.
*Student does not have to
sit on the carpet during
instructions, but can sit at
a desk, due to her medical
conditions.
*Also able to use
computers to type out any
responses.

4 Students

Struggling Readers

* 30 minute LAP services

everyday
*Instructions read out
loud
*Partner work
*Instructor help during
lessons

3 Students

English Language Learners

*Simplified instructions
*Oral instructions
*Individualized help
*30 minutes LAP services
everyday

2 Students

Hearing Disabilities

*Preferred seating
*Instructor uses a
microphone
*Written Instructions

f. Assessment Strategies: (Informal and formal)

Content/Language Objectives
SWBAT describe character actions
in the story.

Assessment Strategies
Formative: Students will be expected to participate
in the class discussion and answer the instructors
reading comprehension questions. Participation
will be recorded on a checklist (attached below). If
students are unable to orally explain their
understandings, they can write or draw out their
ideas. The teacher will also be wearing a
microphone during this activity to ensure that all
students are able to fully hear the discussions.
Summative: Following the lesson, students will
turn in their journals containing their sticky note
ideas from the reading. Students will be assessed
on their abilities to describe the characters from
the story and the characters actions, which is key
information. Written sentences and drawings will

be accepted as well based on the students ability

levels.
SWBAT explain their own ideas and
understanding.

Formative: Students will be expected to participate

in whole-class group discussions about racism.
Students will also be expected to participate in
discussions about the picture book and answer the
instructors comprehension questions. Students
will be assessed on participation and their ability
to share ideas and understanding. Which could be
given orally or in written form.
Summative: Following the picture book activity,
students will create their own water color painting
accompanied with some of their own writing.
Students will be expected to share their ideas and
understanding through text and artwork. Students
will be assessed based on accuracy and
completeness. Incorporating different means of
expression reaches all types of learners including
visual and tactile/kinesthetic.

SWBAT explain the main message of Formative: Students will answer comprehensionthe story.
check questions throughout the reading of the
picture book. Participation will be recorded on the
checklist attached below. Oral and written
explanations are expected.
Summative: Students will be expected to record
their ideas on post-it notes during the activity,
including information about what the main idea of
the story is. These ideas will later be collected
when journals are turned in. Students will be
assessed based on completeness and accuracy. The
students will express their ideas using pictures and
words, which ever they feel more comfortable
using and can personally understand.
g. Student Voice:

K-12 students will be

able to:

Student-based evidence to
be collected (things
produced by students:
journals, exit slips, selfassessments, work
samples, projects, papers,
etc.)

Description of how
students will reflect on
their learning.

1. Explain student
learning targets and what
is required to meet them
(including why they are
important to learn).

Students will create a

journal entry for this task.

For this journal entry,

students will describe
their understanding of
racism and explain
why they think it is
important to learn
about it and how they
can make positive
changes in their
community to combat
racism . For students
who can not construct
their own sentences,
the teacher will write
in highlighter their
ideas and the students
will then trace the
words.

2. Monitor their own

learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).

Students will complete an

exit slip following the
lesson.

Following the lesson,

students will complete
an exit slip. Students
will be asked to share
how they are feeling
about what they have
learned so far. The exit
slip includes written
language as well as
pictures for students
who are struggling
readers or ELL

students.
3. Explain how to access
resources and additional
support when needed (and
how/why those resources
will help them).

Students will complete an

exit slip following the
lesson.

Following the lesson,

students will complete
an exit slip. On the exit
slip, students will be
asked where they can
find additional
resources and support
if needed. The exit slip
includes written
language as well as
pictures for students
who are struggling
readers or ELL
students.

Grouping of Students for Instruction:

For the purpose of this lesson, most of these activities will be taught in a whole-group
setting. Students will also have opportunities to work individually and discuss with
partners as needed.
Section 2: Instruction and Engaging Students in Learning
1. Introduction: This lesson is going to be a basic introduction to racism and issues of
oppression in our society. It is designed to give students a foundational understanding of
racism and the issues that come along with it. This lesson will also help students build a
strong classroom community and acceptance for one another.
2.

Learning Activities:
a. First, the instructor will facilitate a whole-class discussion about racism. The
teacher will ask students some of the questions listed below, including: What is
racism? Has anyone ever experience racism? What is the problem with racism?
These key discussion questions will be written on the board during the discussion so
that all students are aware of the issues being discussed. The teacher will also be
wearing a microphone during class time for students with hearing disabilities.
b. Then, the instructor will ask questions to the students related to their own lives
For example, Has anyone ever been picked on or bullied based on a characteristic

that you cannot change? How did that make you feel? During this section of the
lesson, the instructor will put up prompting questions on the document camera so
that all students will know what is being asked.
c. Following the discussion, the instructor will then turn on a video reading of the
picture book, The Other Side by Jacqueline Woodson:
https://www.youtube.com/watch?v=f1DKhcZ6YkE. Instead of having the teacher
read the book allowed, the showing of the video reaches a more visual learners and
can be loud enough for those with a hearing disability. The teacher will explain that
during the video, students will need to write down or draw pictures of character
actions, personal connections, and main ideas on a set of post-it notes. This video will
also have subtitles for all students to see. Students will each have a maximum of four
post-it notes to fill-out.
d. Throughout the reading, the instructor will pause the video and ask the students
questions to check for comprehension. Questions will include: Why does the girl
seem sad? What do you think is happening here? Why arent the girls playing
together? Prompting the students with predesigned questions helps them to utilize
their critical thinking skills. By pausing the video periodically to discuss what is
happening, students who are behind or are having trouble understanding will have
an opportunity to critically develop their thoughts without interruption. During this
time the students should be recording their thoughts on the provided post-it notes
where they can write and draw to express their knowledge.
e. Following the reading, the teacher will facilitate another short discussion about
racism in relation to the book. Students will share their ideas and thoughts.
f. Then, students will write a new entry in their journals about their thoughts and
ideas that came up during the book reading. If students have questions or comments
about racism that they do not feel comfortable addressing in front of the whole class,
they can use this opportunity to write them down in their journals.
g. After this, this instructor will make connections from the book to students lives,
and ask them what ways they could combat racism in their own lives. The instructor
will explain that in the story, Annie and Clover were taking steps towards making
their world a better place.
h. Then, the instructor will ask the students to think of something they could do
individually, or with friends or family members, to help prevent issues of racism
coming up in the classroom, school, and community as a whole. Students will discuss
possible ideas with their table partners. Leveled questions will be provided for
students who are at different levels of communicating.
j. After students have been given a few minutes to share ideas, they will then be given
a piece of paper and water color paints and asked to create their own painting like
Jacqueline Woodsons to portray their idea of how to create a racism-free
community. Students will create their painting and then write a few brief sentences

to explain it. This type of activity address the needs to students who express
themselves in a more artistic manner.
k. When students are done painting they will be given an opportunity to share their
completed paintings and ideas with the rest of the class.
o Questions:
1. Does anyone know what racism is?
2. Have any of you ever experienced racism?
3. What else do you know about racism?
4. What is the purpose of a fence?
5. What was the meaning of the fence in this story?
6. Why can racism be hurtful?
7. Have you ever felt like something was wrong and you knew something should
be done to fix it?
8. Has anyone ever been picked on or bullied for something that they couldnt
change?
*Ask additional reading comprehension questions throughout the book as they
come up.
o Connections between students own lives, experiences, cultures, interests and the
content: This lesson is designed to connect to students personal lives and individual
experiences. Throughout the lesson, students will be asked to consider and reflect on the
different themes of the story and how it relates to their own lives. Questions asked
throughout the lesson will relate the content back to individual lives, experiences, cultures,
and interest.
o Active learning over passive learning: Students will participate in both active and
passive learning throughout this lesson. Students will participate passively while listening
to the story. Students will participate actively through whole-class discussions, small
discussions with partners, and through completing their individual activities.
o Multiple means of access to the content for the K-12 students: Students will have
opportunities to learn about racism through different means of access throughout this
lesson. Students will participate in class discussions, listen to a reading of The Other Side,
and also watch a video with visual aids.
o Multiple means of expression of learning by the K-12 students: Throughout this
lesson, students will express their learning through a number of ways. Students can share
their ideas with the class verbally during whole-class discussions, talk with partners, and
express their knowledge through the final water color painting activity.
3. Closure: To conclude this lesson, the instructor will allow individuals to share their
completed paintings and ideas about how to prevent racism and create a welcoming
community. Following this, students will complete exit slips.

4. Independent Practice: Students will be reminded that they should try to put their ideas
from this lesson into action outside of the classroom as well. Students can practice being
friendly to new people that they meet and work on being accepting of all people, trying to
get to know them before placing any judgments. Information about the lesson will be
shared with families, and parents will be encouraged to help students further their learning
about racism.
5. Instructional Materials, Resources, and Technology:
-The Other Side by Jacqueline Woodson video:
https://www.youtube.com/watch?v=f1DKhcZ6YkE
-Book description: -Clover's mom says it isn't safe to cross the fence that segregates their
African-American side of town from the white side where Anna lives. But the two girls
strike up a friendship, and get around the grown-ups' rules by sitting on top of the fence
together.
-Exit Slip
-Water Color painting materials
6. Acknowledgements: This lesson plan focuses on the book, The Other Side, by
Jacqueline Woodson. Learning activities adapted from Learningtogive.org and
Tolerance.org, and created by Audrey Frazier and Marlayna Lockwood.
Student Work & Participation Checklist:

Student Name

Student
Actively
Participates

Shares main
idea of story

Describes
character
actions

( / x)

( / x)

( / x)

Student 1
Student 2
Student 3
Student 4

Racism Activity Exit Slip:

Makes
connections to
develop own
ideas
( / x)

Name: _______________________

Date: ___________

1. In a few sentences please explain what you have learned in this lesson:

2. Why is it important for us to learn about racism?

3. How well do you understand what we have covered in this lesson? (Circle One)
I get it

Im still confused

I need help

4. If you want to learn more about racism, what are some resources you could use?

Lesson 2, Sexism:
Section 1: Planning for Instruction and Assessment
a. Instructional Plan Purpose: The purpose of this lesson plan is to address sexsim, the
terminology associated with this term, and create a safe learning environment for all
genders. Students will be looking at their own community to see how gender roles are
portrayed and what stereotypes are linked to being a typical female or male.

b. Alignment to State Learning Standards:

CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
3 topics and texts, building on others ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.3.1.B: Follow agreed-upon rules for discussions (e.g., gaining
the floor in respectful ways, listening to others with care, speaking one at a time
about the topics under discussion).
CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in the
light of discussion.

1. ELP State Standards:

a. 2-3.3: speak and write about grade- appropriate complex literary and informational texts
and topics
Level 3: Deliver short oral presentation, compose written narratives, compose information
texts about familiar texts, topics, experiences, or events.
c. Content Objectives:
SWBAT identify stereotypical gender characteristics based on their own opinions.
SWBAT create a graphic organizer for their findings.
Language Objectives:
SWBAT verbally communicate their ideas on sexism and where it exists in our
society.

d. Previous Learning Experiences: Some students may have personal experiences with
sexism and can relate to this topic, but others may not know the term sexism and have no
prior knowledge on this topic. The students will have been introduced to the issue of
racism prior to this lesson which can help them better understand sexsim as it relates to
the Fabric of Oppression. Students will also have prior knowledge on how to create
different graphic organizers.
e. Planning for Student Learning Needs (accommodations, student experiences, prior
learning and experiences): Certain accommodations will be provided to students who
qualify for specific services and also for students who need accommodations/modifications
to improve their learning environment. Shown below is a chart for each of the students and

what specific accommodations are given to them during instruction. If students were at a
nonverbal communication level, for example a student who is an English Language learner
that needs lower level questions would be allowed to draw and represent their
understandings using different strategies. To make the classroom a positive learning
environment, taking into account each students cultural and educational background will
be a key component in this learning community. Acknowledging and incorporating
diversity into content areas are also accommodations for students who are adjusting to a
new environment.
# of
Students

Disability
Category

Accommodations and Modifications

2 Students

Developmental
Delays

1 Student

Multiple Delays

*Full time
paraprofessional that
assists the student within
the general education
classroom.
*Student does not have to
sit on the carpet during
instructions, but can sit at
a desk, due to her medical
conditions.
*Also able to use
computers to type out any
responses.

Struggling Readers

* 30 minute LAP services

everyday
*Instructions read out
loud
*Partner work

4 Students

*Any type of personal writing can be orally told to the

teacher who will write the words using a highlighter.
The students will then trace over all the words.
*Close monitoring during group and individual work.
*Directions will be explained orally.
*Seating closer to the front where the teacher is
standing.
*Simplified assignments

*Instructor help during

lessons
3 Students

English Language Learners

*Simplified instructions
*Oral instructions
*Individualized help
*30 minutes LAP services
everyday

2 Students

Hearing Disabilities

*Preferred seating
*Oral Instructions
*Instructor wears a
microphone

f. Assessment Strategies (Informal and formal)

Content/Language Objectives
SWBAT identify stereotypical
gender characteristics based on
their own opinions.

Assessment Strategies
Formative: Students will create a graphic
organizer where they will be writing down
different characteristics of what they think
a male and female typically looks like in
our society. Pictures and short sentences
are accepted. The teacher will have a
checklist indicating the students
completed the activity.
Summative: When students present their
poster, each student will orally explain
what they identify through this photos as
common traits. For students who are at a
nonverbal communication stage, they can
share their ideas that contributed to the
making of the poster in written format.
Participation will be recorded on the
checklist attached below.

SWBAT create a graphic organizer

for their findings.

Summative: Students will create a graphic

organizer where they will be writing down
different characteristics of what they think
a male and female typically looks like in
our society. Pictures and short sentences
are accepted. The teacher will have a
checklist indicating the students
completed the activity.

SWBAT verbally communicate their

ideas on sexism and where it exists
in our society.

Formative: During the main activity,

students will be in small groups discussing
ideas of sexism prompted by the photos
they found. The teacher will be walking
around the classroom making sure that
students are having on task discussions
and recording in a checklist.
Summative: Each small group will present
their poster to the class. Every student in
the group will need to share their ideas
about sexism that they wrote down in the
graphic organizer. Students will be
checked off once they have spoken during
the presentation. For students who are at a
nonverbal communication stage, they can
share their ideas that contributed to the
making of the poster in written format.

g. Student Voice

K-12 students will be

able to:

Student-based evidence to
be collected (things
produced by students:
journals, exit slips, selfassessments, work

Description of how
students will reflect on
their learning.

samples, projects, papers,

etc.)
1. Explain student
learning targets and what
is required to meet them
(including why they are
important to learn).

Students will create a

journal entry for this task.

For this journal entry,

students will describe
their understanding of
sexism and explain
why they think it is
important to learn
about it. For students
who can not construct
their own sentences,
the teacher will write
in highlighter their
ideas and the students
will then trace the
words.

2. Monitor their own

learning progress toward
the learning targets using
the tools provided
(checklists, rubrics, etc.).

Students will complete an

exit slip following the
lesson.

Following the lesson,

students will complete
an exit slip. Students
will be asked to share
how they are feeling
about what they have
learned so far. The exit
slip includes written
language as well as
pictures for students
who are struggling
readers or ELL
students.

3. Explain how to access

resources and additional
support when needed (and
how/why those resources
will help them).

Students will complete an

exit slip following the
lesson.

Following the lesson,

students will complete
an exit slip. On the exit
slip, students will be
asked where they can
find additional
resources and support

if needed. The exit slip

includes written
language as well as
pictures for students
who are struggling
readers or ELL
students.

Grouping of Students for Instruction: Students will be grouped by three or four students
throughout the main activity, but individual thoughts and opinions will be expressed
during the large group discussions. If students feel uncomfortable moving around the
room, or are not physically able to, they can be assigned a partner or small group that stays
at their desks. Group communication about the lesson can still be enforced with students
who are unable to move around the class and are accommodated for.

Section 2: Instruction and Engaging Students in Learning

1. Introduction: A class discussion will be facilitated by the teacher and the students will
be asked to activate their prior knowledge about the previous lesson, on racism. Once
students have reviewed racism, they will be asked a series of questions to provoke higher
level thinking about racism and what they know about sexsim. The teacher will be wearing
a microphone during the lesson.
1. Where have you seen racism within your community?
2. How can you prevent racism from growing within your society and school?
3. Do you think you have been exposed to racism in your personal life?
4. What do you think sexism means?
Students will have the option to take notes in their journals about these questions
before discussing with the larger group. Other students may have the option to
orally explain their ideas with a partner. If students feel uncomfortable with sharing
their thoughts, they can write all their answers down in their journal entries.
For those who write in their journals, to assess the completion of the
questions, the teacher will briefly look over their entries to assure that there
are on task answers. If students dont want the teacher to read over the
entire entry, for privacy reasons, the students can put a check in the top right
corner and the teacher will not read the entry.
2. Learning Activities:

1. A review of the classroom rules will be addressed and agreed upon by every
student.
2. Students will randomly be placed in groups of three or four.
3. They will then be asked to move into their groups and take out the magazines they
brought from home or images found online that are appropriate for the classroom. If
students feel uncomfortable moving around the room, or are not physically able to,
they can be assigned a partner or small group that stays at their desks.
a. These magazines should include ads and other photos featuring men and
women.
4. Each group member will be given a sheet of paper where they will create a graphic
organizer of their choice and a poster sized sheet.
5. The teacher will then explain two terms that relate to this lesson. These terms
should be recorded on to the students graphic organizer sheet.
a. Masculine: having qualities appropriate to or usually associated with a man
b. Feminine: characteristic of or appropriate or unique to women
These definitions will be shown on the board so that every students can record
them at their own pace and visually see the definitions instead of orally being told
and having to write them down.
6. Each group will cut out photos of both men and women from their magazines and
glue them on to the poster paper. For students will multiple delays, the
paraprofessional can aid in helping that students scissors.
7. As a group, they will discuss reasons that provoked them to place a male on one
poster and a female on the other poster.
8. During the activity, students should be organizing their thoughts, opinions, and
perspectives on their graphic organizer. Leveled questions will be provided for
students who are at different levels of communicating.
a. These questions will be featured on the board to prompt students thinking
about what makes a man masculine or a female feminine in our society.
i. What are similarities between the different photos on each individual
poster.
ii. What are some differences between the two posters?
iii. If a man had long hair, like this female (display a photo of a female
with long hair), would he still be considered masculine?
iv. Do you think it is fair to have strict views of what a female and male
should look like?
9. Once students have completed their graphic organizers and glued all the photos on
the poster board, a class discussion will be facilitated so that the students can share
their findings.
10. The teacher will reiterate the importance of avoiding stereotyping male and female
characteristics. In our society, when we discuss male and females, there are strict

characteristics for both, but there are other types of genders and people who need
to be included and not see as different. The typical definitions of male and
female are not inclusive. What can you do to prevent these stereotypes and gender
biases?
11. This concluding conversation will be a whole class participation activity.
o Connections between students own lives, experiences, cultures, interests and the
content: As teachers, we have learned that even students at a young age can find
themselves confused about their individual identities. Through introducing them to the
different isms, particularly sexism, students can become knowledgeable about these issues
of oppression. These lessons can also help introduce students to useful resources they can
turn to if needed.
o Active learning over passive learning
Passive Learning: Students will respectfully listen to their classmates perspectives
on sexsim both in groups and in whole class discussions.
Active Learning: Students will actively participate in the lesson and in their groups.
Class wide and partner discussions are ways for students to express their ideas.
When students are finding photos and creating their graphic organizer they are
actively participating in their learning.
o Multiple means of access to the content for the K-12 students
Overhead Projection
Magazine Ads
Internet Research
Direct Instruction
Pair Share
o Multiple means of expression of learning by the K-12 students
Journal Entries
Graphic Organizer
Poster Boards
Group Discussions
Exit Slips
3. Closure: A classroom discussion on the topics of sexism and racism will be facilitated by
the teacher, but lead by the students. This open forum allows the students to ask the
teacher and their peers about different perspectives on these topics and how they might
affect the society they live in and them, personally. Allowing the students the opportunity
to debrief and express their feelings creates a safe and accepting learning environment. At
the end of the discussion, students will complete an exit slip filled with questions based on
Student Voice and the presented lesson content.

Student Work & Participation Checklist:

Student Name

Student
Actively
Participates

Completes
graphic
organizer

Shares
individual
ideas about
Sexism

Can verbally
communicate
understanding

( / x)

( / x)

( / x)

( / x)

Student 1
Student 2
Student 3
Student 4

Student Voice Exit slip:

Name: _______________________

Date: ___________

1. In a few sentences please explain what you have learned in this lesson:

2. Why is it important for us to learn about sexism and stereotypes?

3. How well do you understand what we have covered in this lesson? (Circle One)
I get it

Im still confused

I need help

4. If you want to learn more about sexism, what are some resources you could use?

4. Independent Practice: Students will be allowed to take home the magazine they
brought in for the activity as well as the graphic organizer they created. With their parents,
siblings, or other family members the students will again look through the magazines and
discuss with their family the different gender stereotypes. Their family members may have
different perspectives about sexism and racism. Students and families can take this even
further and have a discussion on other terms such as ableism and ageism, if parents are
open and knowledgeable about those terms. Students will need to bring back a signed slip
saying that they sat down with a family member and reenacted the activity done in the
classroom.

5. Instructional Materials, Resources, and Technology

http://www.merriam-webster.com/dictionary/masculine

6. Acknowledgements: Instructional Plan adopted from

http://teachers.net/lessons/posts/955.html, but created by Marlayna Lockwood and
Audrey Frazier.