Fulbright TGC Fellow Unit Plan Template
Prepared by: Brittany Carton
Subject: Reading Grade:
Time Needed: 20 days
Unit Summary: Students will be learning about specific “gender roles” and how they are learned. Specifically, students will be reading texts
that debunk gender roles. Students will also learn about specific feminists around the world and their contributions to society. Students will
explore what it means to be a feminist and will culminate the project by writing a “How to Be A Feminist” explanatory story using what they
have learned.
ESTABLISHED GOALS:
CCSS.ELA-LITERACY.RL.1.5
Explain major differences between
books that tell stories and books
that give information, drawing on a
wide reading of a range of text
types.
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the
adventures and experiences of
characters in stories.
CCSS.ELA-LITERACY.RL.1.7
Use illustrations and details in a
story to describe its characters,
setting, or events.
CCSS.ELA-LITERACY.RI.1.1
Ask and answer questions about
School/Location: Strive Prep Ruby Hill Denver, CO
1 Interdisciplinary Unit Title: Crushing Gender Stereotypes
STAGE 1: Desired Results
Transfer
Students will be able to independently use their learning to:
Identify stereotypical roles socially assigned to genders.
Communicate how to respond in a situation in which others are using traditional
gender roles.
Investigate what it means to be a feminist.
Identify local and global feminists that have made substantial change in our world.
Communicate ideas effectively through both written and oral responses.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS:
Students will understand that: E.1 What are gender stereotypes/roles?
Gender is fluid and does not mean that E.2 In what ways are gender roles
you adhere to certain rules. limiting?
Women are underrepresented in male E.3 How do we respond when others are
dominated careers and roles. using gender stereotypes?
 key details in a text
CCSS.ELA-LITERACY.RI.1.3
Describe the connection between
two individuals, events, ideas, or
pieces of information in a text.
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information
provided by pictures or other
illustrations and information
provided by the words in a text.
CCSS.ELA-LITERACY.RI.1.9
Identify basic similarities in and
differences between two texts on
the same topic (e.g., in illustrations,
descriptions, or procedures).
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts
in which they name a topic, supply
some facts about the topic, and
provide some sense of closure.
GLOBAL COMPETENCY:
• I can read books, watch videos, or look
at pictures to answer my question.
• I can explain what I think about an
important problem related to my home or
school.
I can speak and write to share my ideas
with others. This means I can use
complete sentences, look at my
Feminists exist all over the world.
Feminists can be all genders.
Feminism means working for the equality
and rights of women and not only women
are feminists.
Feminists around the world have worked
diligently to change laws for women
create equal rights.
Acquisition
Students will know:
Gender
stereotypes
Feminism
Bias
Common gender stereotypes (gender
colors, women work in the home while
men work in offices, etc.)
E.4 What is feminism?
E. 5 What does it mean to be a feminist?
E. 6 How can we show feminism in our
daily lives?
Students will be able to:
SWBAT identify gender stereotypes and/or
roles.
SWBAT role play scenarios in which they
decide how to respond in situations
involving gender stereotypes/roles.
SWBAT discuss with peers the main events
of fiction stories.
SWBAT describe main characters in both
non-fiction and fiction texts and their
contribution to feminism.
SWBAT describe what feminism is and what
actions they and others can take to be
feminists.
SWBAT compare and contrast feminist
leaders in the world.
SWBAT compare and contrast gender
stereotypes.
audience, speak loudly and clearly, and SWBAT identify the main idea of a
share my ideas so that my audience can nonfiction text.
understand them. SWBAT write a “how to” story describing 3
• I can work with a partner or in a group. ways to be a feminist.
This means I can take turns while talking,
I can agree and disagree respectfully, I
can add on to what my peers say, I can
ask my peers to explain their thinking,
and I can work with others to reach a
goal.
• I can tell others about a problem.
• I can give ideas of ways to solve the
problem.
● Present their knowledge
about the world
and its challenges in a
coherent and compelling
way.
● Select and effectively
use appropriate technology
and media to
communicate their
ideas with diverse audiences
in school and
with students around
the world.
● Identify opportunities
to make a difference
in their school,
community, or on an
international level,
either on their own or
in partnership with
others.

TECHNOLOGY USED:
Youtube
Brainpopjr
Instagram

RESOURCES:
The Paper Bag Princess
Ballerino Nate
A Fire Engine for Ruthie
My Princess Boy
The Little Book of Little Activists
Little Leaders: Bold Women in Black
History
She Persisted
Rosie Revere Engineer
Rad Women A-Z
Free To Be You And Me
A is for Activist
Grace For President
I Dissent
The Gutsy Girl

Stage 2 - Evidence
Assessment Evaluation Criteria (Learning target or Student Will Be Able To)

Assessments FOR Learning: SWBAT discuss and identify 10-12 traditional gender roles/stereotypes.
Notice/Wonder Charts SWBAT discuss with peers the main events of fiction stories.
Gender Stereotypes Sort SWBAT describe main characters in both non-fiction and fiction texts and their
Gender Stereotypes Role Play Rubric contribution to feminism.
Discussion SWBAT describe what feminism is and what actions they and others can take to be
Feminist Web feminists.
Exit ticket SWBAT compare and contrast feminist leaders in the world.
Compare and contrast chart SWBAT compare and contrast gender stereotypes.
Instagram Story Post (#feminism)
SWBAT identify the main idea of a nonfiction text.

Assessments OF Learning:
Instagram Story Post (per fiction text)
Script/Performance of Gender Role Plays
Comparison Worksheet of Feminists
How To Be A Feminist story
SWBAT draw an Instagram picture and create a hashtag for each fiction story involving that
person’s broken stereotype/role OR fill out STORY chart retell worksheet.
SWBAT role play scenarios in which traditional gender roles are present.
SWBAT identify 2-3 differences and 2-3 similarities between feminists.
SWBAT write 2-3 sentences explaining how to be a feminist and providing some sense of
opening and closure.

Stage 3 - Learning Plan

Week 1:
Day 1: What are Gender Roles? Students will engage in a notice/wonder about gender stereotypes. Students will complete a sort of
known gender roles/stereotypes.
Day 2: In what ways are gender roles/stereotypes limiting? Students will rehearse and perform role plays involving gender
stereotypes and identify the stereotype.
Day 3: How can I live without gender roles/stereotypes? Students will listen to A Fire Engine For Ruthie and engage in discussion
about the gender roles that are debunked.
Day 4: How can I live without gender roles/stereotypes? Students will listen to Ballerino Nate and engage in discussion about the
gender roles that are debunked.
Week 2:
Day 5: How can I live without gender roles/stereotypes? Students will listen to The Paper Bag Princess and engage in discussion
about the gender roles that are debunked.
Day 6: How can I live without gender roles/stereotypes? Students will listen to My Princess Boy and engage in discussion about the
gender roles that are debunked.
Day 7: How have some gender roles/stereotypes been debunked? Students will discuss stories and characters they have read about
that debunk stereotypes and create an Instagram story post to illustrate the discussed stereotype/role.
 Day 8: How have some gender roles/stereotypes been debunked? Students will share their Instagram story posts with classmates
via classroom IG and comment on others’ posts using what they have learned thus far.
Week 3:
Day 9: What is feminism? Students will read Free To Be You and Me and discuss what it means to be feminist and create a Feminist
web.
Day 10: What does it mean to be a feminist? Students will read and discuss She Persisted and fill out an exit ticket about one
woman and how she was a feminist.
Day 11: What does it mean to be a feminist? Students will read and discuss Rosie Revere Engineer and fill out an exit ticket about
how she was a feminist.
Day 12: What does it mean to be a feminist? Students will read and discuss I Dissent and fill out an exit ticket about how she was a
feminist.
Week 4:
Day 13: RA- What does it mean to be a feminist? Students will read and discuss Little Leaders: Bold Women in Black History and fill
out an exit ticket about one woman and how she was a feminist.Students will also dicuss how feminists do not always need to be women
and watch a video of famous male feminists. Writing: student begin how to unit (starting with how to make a peanut butter and jelly
sandwich)
Day 14: What does it mean to be a feminist? Students will compare and contrast feminists we have discussed thus far via a venn
diagram.
Day 15: What does it mean to be a feminist? Students will review the venn diagram created Day 14 and return to the discussion of
what a feminist is to see any new realizations. Writing: Students will brainstorm ways to be a feminist.
Day 16: How can we show feminism in our daily lives? Students will read and discuss The Gutsy Girl and fill out an exit ticket or
create an Instagram post about how the main character shows feminism by debunking gender roles. Writing: Students will draft illustrations
for their “How To Be A Feminist” story.
Day 17: How can we show feminism in our daily lives? Students will read and discuss A is For Activist and discuss how we can be
feminists every day, even as kids. Writing: Students will draft their “How To Be A Feminist” story.
Day 19: How can we show feminism in our daily lives? Students will rehearse and perform role plays from week 1 involving gender
stereotypes and identify the stereotype and discuss ways to respond. Writing: Students use peer tutors and mirror classroom in South
Dakota to edit their “How To Be A Feminist” story.
Day 20: How can we show feminism in our daily lives? Students will publish their “How To Be A Feminist” story.