LESSON PLAN 2

Name: Nohara Korash Topic: Social representations: Lesson No. 3

gender stereotypes

Subject: Literacy in School: Riverdale Secondary Duration: 60 minutes

Media College
Date: 17-10-17 Year level: 10

Learning Purpose/Rationale:
Students will explore the notion of stereotypes and their use across film and literature. They will
grasp an understanding of how gender stereotypes can negatively impact others who may not
conform with them. This lesson is highly relevant to the lives of students as they can use this
knowledge to also educate others in their lives about the impact of stereotypes.

Victorian Curriculum:
Evaluate factors that shape identities, and analyze how individuals impact the identities of
others.
(VCAA, 2017)

Learning outcomes:
As a result of the lesson, students will be able to
identify gender stereotypes (collaborative)
demonstrate practical examples of the inaccuracy of gender stereotypes (collaborative
activity)
discuss the impact of gender stereotypes (whole class focus and reflection)
transfer their knowledge of gender stereotypes into their own lives and educate others about
the impact of them.
analyze advertisements and critique them (individual task)
Assessment
Assess student prior knowledge of the term stereotypes through verbal discussion do they
know what stereotypes are, what they look like in current society?
Assess students on their ability to use real life examples through the short play activity
Are students demonstrating analytical thinking?
Week 2: Session 1: 12:00-1:00
Whole class learning/Hook: (Fifteen minutes) End by 12:05
roll call and general announcements
tell students that the purpose of the lesson will be to understand stereotypes, particularly in regards
to gender. Write the learning intention and the success criteria on the board. Learning intention: To
identify and analyze gender stereotypes. Success criteria: I will be able to identify gender
stereotypes; I will be able to analyze examples of gender stereotypes
To spark student curiosity, place objects (skirt, tie, nail polish, tool box and sewing machine) on
teachers desk at the front for all to see. Inform students that the objects will be used for an
upcoming activity but the purpose will only be revealed once the activity is completed.
Ask a few students to read out their sticky note definition of stereotype
Instruct students that they will be doing two activities today. These will be a play followed by a
reading of a short case study and an image analysis.

Group learning/short activity (30 minutes) (End by 12:35

Students will be placed in groups of four and be given one of the objects above. They will also be
given a short extract to read that is associated with the object given to them. The extract given to
the students will be a scenario based on a stereotype.
Students will be instructed to create and act out a short play with the object. More importantly,
they will need to show how their act does not conform with the stereotype of their extract and
object. The teacher will use a object (perhaps a flower head band) and discuss a possible scenario
Students will be given ten minutes to think about and practice their short play. Teacher to walk
around and take observational notes of students as they discuss what they will perform and listen
for students thought processes. (formative)
Each group will be asked to read their extract to the class and act out their play in front of their
peers.

whole class discussion/explicit teaching (10 minutes) End by 12:45
Question students about the conclusions they can draw from that activity give an example of a
female who has required a tool box as she found that carpentry was the most suitable job for her
or a male who
Give one of the stereotype sticky notes to a student and ask them to read it it may include the
word category
Ask students how it may make someone feel if they were confined to a particular category. What
kind of words would be used to refer to students who do not conform to their gender role? How
will this make them feel?

Final activity/homework (10 minutes) End by 12:55

Ask a student to hand out two advertisement copies to each student. These advertisements (See
appendix B and C) will be representations of gender stereotypes that exist in society. Students will
be required to annotate the advertisement and write a sentence of its impact. Students will be given
10 minutes to approach the task and if not completed, it will have to be for homework.
Reflection (5minutes) End by 1:00
Show video https://www.youtube.com/watch?v=UxAbc7VNnzU
Ask students to write down three things that can relate to their learning of gender stereotypes
Teacher activities:
Engagement: To engage the students, the teacher
will bring in a few objects and put them at the front
for all to see. This will spark student curiosity and
maintain their interest in the lesson.
Learner activities:
Students will be thinking about
previous ideas of stereotypes
Students will be reading extracts with
their groups
Students will be thinking about how to
show practical examples of situations
that dont conform to gender
stereotypes
Students thinking critically about
media advertisements that address
gender
Students will be reflecting on what
they have learnt