Lesson Plan

Group: 321
Date: March 8th, 2016
Duration: 75 minutes
Location: Ecole Sophe-Barat

Course: ESL
Competencies: Oral and written
communication
Cycle/Year: 3

Objectives

By the end of the class, the students should have a better sense of their own opinions
and the opinions of others regarding sexism, ways in which this impacts and effects
people, and how it is represented in their society. The students will have developed
ideas of ways in which to take actions against this, if ever they wished to do so
outside of the classroom. They will have learned particular terms in relation to this
content.

Big Idea

Begin critically thinking about Sexism and ways in which, if they so desire, can
begin to think about taking action against this.

Skills

Writing
Speaking

Materials needed

Time

Plan

EDTL 601

SmartBoard and Chalkboard

2 Handouts :
http://www.tolerance.org/sites/default/files/documents/Diagramming_Sexism.pd
f, http://www.tolerance.org/sites/default/files/documents/A_Plan_of_Action.pdf

Summer 2012

Opening:
5-10 minutes
What the Teacher does: At this time, I will fill out the attendance sheet, recap the
previous class and explain the days activities
What the student does: They will sit, listen and respond with questions
Rationale: This gives the students the opportunity to clam down after they break
between classes, to gear up for the lesson, and get them to focus on the content of
this class. This provides the student with the expectations of the class, and to test
their understanding and retention of the previous lesson.

10-15 minutes

*Explanation of the days activities, grammar points, recap of last class, and give
homework.
----------------------------------------------------------------------------------------------------What the Teacher does: Distribute the Diagramming Sexism handout. Ask students
for examples of sexism in individual beliefs, behaviors and use of language. Also
ask for an institutional policy that advances sexism. What are some sexist beliefs
that students have heard peers, parents, teachers or others express? How do these
attitudes sometimes manifest in someones behavior? How do these sexist attitudes
come alive in language? What types of policies do institutions (schools, health
insurance companies, law enforcement agencies, the government, corporations) have
that advance sexism?
What the student does: They will engage in conversation regarding their individual
beliefs of examples on sexism and fill out the diagramming form
Rationale: To get the student sot begin thinking about sexism in order to fill out their
forms and take part in the next activity.

10 minutes

----------------------------------------------------------------------------------------------------What the Teacher does: I will ask students to pick one of the examples of sexism
identified in the first exercise.
*Perhaps they want to talk about how womens contributions traditionally are
excluded from textbooks.
I will ask the students to describe reasons why they may choose not to speak out
against sexism in certain situations. ("It wont make a difference," or "I dont want
to cause trouble.") Then ask students to list some reasons why they should speak out
against the exclusion of women in textbooks. ("Its the right thing to do," or "I want
a full education.") Write student responses on the board to provide a visual
demonstration that there are far more reasons to stand up against sexism than to
ignore it.
What the student does: They will engage in the discussion.

EDTL 601

Summer 2012

Rationale: This is the prerequisite for their group activity to follow.

25 minutes

----------------------------------------------------------------------------------------------------What the teacher does: Distribute A Plan of Action Handout. To assist students in
note taking, I will write responses on the board for some questions like
- Alliances/Allies: With whom do we need to be working on this issue?
- Research: What types of things do we need to know about this issue? What
statistics, if any, might prove helpful? How can we acquire the necessary
information?
- Tactics: What are some things we might do to raise awareness about this issue or
to effect change?
- Words: What are some words or phrases we might use to challenge this form of
sexism?
What the student does: They will fill out their Plan of Action Handout in groups of
4, maximum 5.
Ex. Students who may want to challenge the lack of female representation in
textbooks, will need to build alliances with fellow students, teachers, administrators,
school board members, parents and community leaders. They will probably have to
do some research to uncover the ways in which current textbooks minimize or
ignore women and also to find out what types of other, more inclusive, textbooks are
available. Students may want to raise awareness about the issue by placing an ad in
the school newspaper or by making a public appeal at a school board meeting. And
they may choose to craft logos or catch phrases to articulate their position on the
issue.
They can do this research using their cellphones in class.

5 minutes

----------------------------------------------------------------------------------------------------What the teacher does: To conclude the lesson, review what the class has covered.
Students have broken sexism down into some bite-size pieces. They have weighed
the pros and cons of acting out against one of those bite-size pieces, and then
students identified a plan of action to challenge this manifestation of sexism.
What the student does: Students take part in this final recap and begin to organize
their things to depart from the class.
Note: The class has been engaging in a Unit on Oppression. Up until this lesson,
they have discussed their understanding, analyzed articles and song lyrics, listened
to perspective from YouTube videos and documentaries on oppression, antioppression, various forms of privilege, and have finished 5 lesson on racism. This is
the beginning of discussing and delving into sexism.
Assessment:

EDTL 601

Summer 2012

Oral participation in English throughout peer activity and class discussion

References and
resources used

Sexism Lesson idea came from - http://www.tolerance.org/lesson/sexismidentification-activism

Targeted self-directed teaching skill Eg. Time Management, Classroom Management

EDTL 601

Summer 2012