Direct instruction

Highlighting key:
Ally Reestman
David Howell
Lauren Stark
Tess Alexander

Teacher(s): Lauren Stark, Allison Reestman, Tess Subject: U.S History - Defying gender
Alexander, and David Howell Stereotypes; 11th Grade

Standards: Common Core, Arizona Career and College Ready Standards, ISTE Standards apply to this
lesson
Concept 9: Postwar United States
- PO 3. Describe aspects of post World War II American society: a. postwar prosperity (e.g., growth of
suburbs, baby boom, GI Bill) b. popular culture (e.g., conformity v. counterculture, mass-media)
c.protest movements (e.g., anti-war, womens rights, civil rights, farm workers, Csar Chavez) d.
assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X) e. shift
to increased immigration from Latin America and Asia
Concept 3: Functions of Government
- PO 5. Describe the factors and processes that determine major domestic policies (e.g., Social Security,
education, health care, parks, environmental protection).

Objectives (Explicit): Use Blooms verbiage and formula

- Students will be able to define a gender stereotype.
- Students will analyze propaganda and iconic protests during the second wave of feminism that
further defied gender stereotypes.
- Students will support their own opinions by answering questions with PearDeck while using
information from the lesson to further back up their point.
- Student will be able to analyze gender stereotypes in their daily lives, and describe how they
either do or dont defy these.
ISTE Standards
- Students use technology to seek feedback that informs and improves their practice and to
demonstrate their learning in a variety of ways.
- Students curate information from digital sources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.

Evidence of Mastery (Measurable): An actual product /Include an explanation of how you are going
to grade/grading tool? (rubric, checklist, etc.)
The short responses turned into the group at the end will tell us how many people understood our
lesson. If of the students have given thoughtful answers with supporting evidence we will know the
class can move on.
Sub-objectives, SWBAT (Sequenced from basic to complex): Content and Language objectives
action verbs such as write, list, highlight, etc.)

Key vocabulary: Materials/Technology Resources to be Used:

Gender - the state of being male or female Laptops or iPads
(typically used with reference to social and Peardeck
cultural differences rather than biological ones). Brains
Stereotype - a widely held but fixed and Paper
oversimplified image or idea of a particular type Something to write with
of person or thing.
Defying- openly resist or refuse to obey.

Opening (state objectives, connect to previous learning, and make RELEVANT to real life)
ENGAGE/ hook the students

OPENING QUESTION: Define gender stereotypes in your own words? Give a few examples of this
that you can think of.

Instructional Teacher Will: Student Will:

Input - Show post WWII propaganda of - Student will take notes to further their
both the roles women and men understanding of the stereotypes within gender
were expected to conform to. play.
- Show examples of protests
during the second wave of
feminism.

Co-Teaching Strategy/Differentiation
Students, if needed, can listen to the powerpoint with headphones if they are
auditory learners. The instructor will add images and videos for students that are
visual learners.

Guided Teacher Will: Student Will:

Practice Though peardeck we will ask Respond to questions thoughtfully (via
questions and get responses to multiple choice, written response, etc).
determine if we are ready to move
on. - must get at least of people
understanding to move on to
independent practice. This is too
make sure that we are moving on
at an appropriate time and do not
need to re teach.
 Co-Teaching Strategy/Differentiation/Check for Understandinghow are you
going to know if EACH student is ready to move onto independent practice? And
how are you going to differentiate if they do not understand?
Have a visual area to respond to questions for visual learners. Also discuss answers
for those who maybe cannot get their point across through technology.

Independent Teacher Will: Student Will:

Practice Ask students (as a class) to relate
this to today and themselves.
-How do they feel about gender
stereotypes? Is it important to
challenge them or not?
Assign a written response on how
they are defying/ not defying
gender stereotypes in their own
lives and why?
Students will participate in a group discussion
about the relevancy of this topic to themselves
and how they feel about it.
They will then give a short written response
detailing how they defy/ dont defy gender
stereotypes and why.

Co-Teaching Strategy/Differentiation How will your instruction look different for

those students who need differentiation or accommodations?
Students also have the option to complete graphic organizer or a quick
sketch to further showcase their understanding if they are visual learners.

Closing/Student Reflection/Real-life connections: What connections will students make to their real
lives? What essential questions will they reflect on in their closure of the lesson?
After students have completed their short responses I will have them share with a partner their
response. Our independent practice will act as a closing evaluation on what students go out of the
presentation. They will be asked to turn in their short responses to our group.