TECHNOLOGY INTEGRATED CLASSROOM

LESSON

Teacher
Megan Soring

Title
If I Were a Boy

Description of Activity
Students will look into what music says about the male and female role of gender stereotyping
based off of the opposite sex’s viewpoints.

Suggested grade level

Grade level: 10th grade

Pennsylvania Subject Area Standards

1.3 Reading, analyzing and interpreting literature
1.4 Types of writing
1.5 Quality of writing
1.6 Speaking and Listening
3.1 Unifying themes
3.6 Technology education
3.7. Technology devices

NETS Standards
1. Creativity and Innovation
A. Apply existing knowledge to generate new ideas, products, or
processes.
B. Create original works as a means of personal or group expression.
2 Communicate and Collaboration
B.Communicate information and ideas effectively to multiple audiences
using a variety of media and formats.
3. Research and Information Fluency
B. Locate, organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media
5. Digital Citizenship
A. Advocate and practice safe, legal, and responsible use of
information and technology.
6. Technology Operation and Concepts
A. Understand and use technology systems.
 TECHNOLOGY INTEGRATED CLASSROOM
LESSON
Learning objectives
• Students have already read, discussed and analyzed society standards and characteristics
for males and females from different generations using different articles and chapters of
novels:
The Beautiful, The Bulimic and the Dead
Pondering Manhood’s Price
A Women’s Role in the 1950’s
Sex, Drugs and Cocoa Puffs by Chuck Klosterman
Sex by Madonna
• Based off of the previous lesson plans of gender roles and stereotyping, Students will
analyze the lyrics of Beyonce’s “If I Were a Boy” and compare the gender roles to Limp
Bizkit’s “Eat You Alive.”
• Students will discuss and analyze if the expected stereotypes have an influence on
everyday behavior.
• Using the internet and media, students will identify the stereotypes that were modeled in
the videos and discuss the gender roles that are expected from the opposite sex.

Materials required
• Computers
• Headphones
• Microsoft Word
• KWS Chart
• Beyonce Video
• Limp Bizkit Video
• Lyrics to both songs
• Venn Diagram

Approximate number of class periods and length

Three 80 minute block class periods
 TECHNOLOGY INTEGRATED CLASSROOM
LESSON
Classroom management strategies:
The unit will take place in a 10th grade English classroom that has computers
for each student. The classroom also has a projector that is linked to the
teacher’s computer as well. There are twenty students in the classroom.
This lesson plan takes place after previous lesson plans that educate
students on gender stereotyping and gender roles from different generations
that may or may not influence everyday behavior. This lesson plan also takes
place after students have been introduced on how to use Glogster and
Wordle

Warm up
Students will use a KWS chart to show what they already know and what they want to learn on
gender stereotypes.

Activities/ Procedures
Day 1:
• Students will read over Beyonce’s “If I were a Boy” lyrics and Limp Bizkit’s “Eat You
Alive” lyrics
• Students will then watch each artists’ music video
Beyonce:
Limp Bizkit:
• Students will be asked what the songs mean and how it relates to gender stereotypes
• Students will group together in groups of 4 to analyze the lyrics and the music videos
• Students will have an open circle discussion for the whole class on their views of the
song

Day 2:
• Students will re-watch the music videos along with re-reading the lyrics.
• Students will use a Venn diagram to compare and contrast the video and the gender
stereotypes that were used.
• Teacher will analyze and explain the music video based off of the director’s idea when
making the video
Beyonce: had the gender roles reversed in the beginning of the video ( as if
having the female being portrayed as if she was cheating on her boyfriend while
her boyfriend was being loyal). However, the roles get reversed where Beyonce
is the one that is being taken for granted and its viewed that he is cheating on her,
which is considered a common stereotype.
Limp Bizkit: It is viewed as if he kidnaps the women, Thora Birch in the video
and that police are chasing after him. However, the video shows that Thora’s
father despises the lead singer, Fred, of the band because of how he takes
advantage of Thors. However, Fred knows the sweet nothings he can say to Thora
to keep her around.
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LESSON
• Students will debate over the director’s viewpoints of each video in groups of 4.
• Students will individually summarize their viewpoints based off of the videos if gender
stereotyping influences everyday behavior.

Day Three:
• Students will use media to show what they have learned within the class up to present on
gender stereotypes.
• Students will use Glogster to demonstrate their knowledge on gender stereotypes and
present it in any way or any role perspective.
• Students will also use a Wordle that uses adjectives to describe their gender role.

Assessment strategies
• Rubric for Everyday behavior
• Rubric for Glogster
• Rubric for Wordle
• Checklist to make sure Venn Diagram is completed
• Participation Checklist for each activity

Story Writing : Everyday Behavior Rubric

Teacher Name: Ms. Soring

Student Name: ________________________________________

CATEGORY 4 3 2 1
Focus on The entire story is Most of the story is Some of the story is No attempt has been
Assigned Topic related to the related to the related to the made to relate the
assigned topic and assigned topic. The assigned topic, but a story to the assigned
allows the reader to story wanders off at reader does not topic.
understand much one point, but the learn much about the
more about the topic. reader can still learn topic.
something about the
topic.
Introduction First paragraph has First paragraph has A catchy beginning No attempt was made
a "grabber" or catchy a weak "grabber". was attempted but to catch the reader's
beginning. was confusing rather attention in the first
than catchy. paragraph.
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LESSON
Problem/Conflict It is very easy for the It is fairly easy for the It is fairly easy for the It is not clear what
reader to understand reader to understand reader to understand their view on gender
the problem of the problem of the problem of stereotypes is nor the
stereotypes and its stereotypes and its stereotypes and its effects of everyday
effects or influences effects or influences effects or influences behavior.
it may have or not it may have or not it may have or not
have on everyday have on everyday have on everyday
behavior from the behavior from the behavior from the
writer's perspective. writer's perspective. writer's perspective.
However, their
viewpoint of gender
stereotypes is not
clear
Spelling and There are no spelling There is one spelling There are 2-3 The final draft has
Punctuation or punctuation errors or punctuation error spelling and more than 3 spelling
in the final draft. in the final draft. punctuation errors in and punctuatio
Character and place the final draft.
names that the
author invented are
spelled consistently
throughout.

Glogster Rubric
Teacher Name: Ms. Soring

Student Name: ________________________________________

CATEGORY 4 3 2 1
Knowledge Student can Student can Student can Student appears to
Gained accurately answer all accurately answer accurately answer have insufficient
questions related to most questions about 75% of knowledge about the
facts in the glogster related to facts in the questions related to facts or processes
and processes used glogster and facts in the glogster used in the glogster.
to create the glogster. processes used to and processes used
create the glogster. to create the glogster.
Graphics - Several of the One or two of the The graphics are No graphics made by
Originality graphics used on the graphics used on the made by the student, the student are
glogster reflect a glogster reflect but are based on the included.
exceptional degree of student creativity in designs or ideas of
student creativity in their creation and/or others.
their creation and/or display.
display.
Title Title can be read is Title can be read and Title can be read and The title is too small
quite creative. describes content describes but the and/or does not
well. content is somewhat describe the content
confusing. of the glogster well.
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LESSON
Required The glogster includes All required elements All but 1 of the Several required
Elements all required elements are included on the required elements elements were
as well as additional glogster. Required are included on the missing. Required
information. Required elements: glogster. Required elements:
elements: 1.stereotypes elements: 1.stereotypes
1.stereotypes depicted from the 1.stereotypes depicted from the
depicted from the videos and lyrics depicted from the videos and lyrics
videos and lyrics viewed in class videos and lyrics viewed in class
viewed in class 2.expression of viewed in class 2.expression of
2.expression of gender equality 2.expression of gender equality and/or
gender equality and/or stereotypes of gender equality stereotypes of women
and/or stereotypes of women and men and/or stereotypes of and men from past to
women and men from past to present women and men present decades
from past to present decades from past to present
decades decades

Wordle Rubric
Teacher Name: Megan Soring

Student Name: ________________________________________

CATEGORY 4 3 2 1
Attractiveness Makes excellent use Makes good use of Makes use of font, Use of font, color,
of font, color, font, color, graphics, color, graphics, graphics, effects etc.
graphics, effects, etc. effects, etc. to effects, etc. but but these often
to enhance the enhance to occasionally these distract from the
presentation. presentation. detract from the presentation content.
presentation content.

Mechanics No misspellings or Three or fewer Four misspellings More than 4 errors in

grammatical errors. misspellings and/or and/or grammatical spelling or grammar.
mechanical errors. errors.

Originality Product shows a Product shows some Uses other people's Uses other people's
large amount of original thought. ideas (giving them ideas, but does not
original thought. Work shows new credit), but there is give them credit.
Ideas are creative ideas and insights. little evidence of
and inventive. original thinking.
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LESSON

Check List:

Student Name: ____________________________________

Completed:

Venn Diagram:

• Student Participated in group discussion

______
• Student completed Venn Diagram with at least 2 similarities
______

Participation:
• Group discussion on music videos _______
• Group discussion on lyrics of songs _______
• Class discussion _______

Related Web Sites

Music Video of Beyonce “If I were a Boy”
http://www.youtube.com/watch?v=BVTyLqkez6A
Music Video of Limp Bizkit “Eat You Alive”
http://www.youtube.com/watch?v=xMHNbE7o9JI
Glogster
http://www.glogster.com/
Wordle
http://www.wordle.net/

Songmeanings for Lyrics

Beyonce:
http://www.songmeanings.net/songs/view/3530822107858744030/
Limp Bizkit:

http://www.songmeanings.net/songs/view/3530822107858489816/
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LESSON

Back-up plan: (if the technology fails!)

If the technology failed in my classroom, I would have already have signed out the technology
classroom in advance. I would also make sure that the technology teacher was available in case if
students needed assistance. If the music videos do not work, I would bring in my radio and have
students listen to the songs. If Glogster or Wordle do not work, I will have the students design a
poster for everyday behavior and allow that assignment to be handed in next week. For Wordle,
if that did not work; I would make sure to have markers, poster board and magazines for students
to make a poster in class of words that describe their gender role.

Branching out
I would match up lower-level students with higher-level students for group discussions.
For students who are lower level, I would assist them with their writing and multimedia projects.
I would also provide headphones and cubicle settings for students to help create a more
individualized space while working in the classroom.
For students that are higher-level I would have them also complete a VoiceThread that shows a
timeline of gender stereotypes and their view of gender roles in 2009.