Name: Maddie Weidner

Title: Fighting Gender Stereotypes

Grade: 4th

Concept/Topic: Gender Stereotypes, Comparing & contrasting two texts

Time Needed: 1 Hour

Learning Outcome:

Students will compare and contrast two texts using specific details from the
text.

Students will determine the common overall topic of two texts using specific
details from the text.

Assessment Plan:

I will know that students are able to compare and contrast the two texts if
they are able to accurately provide similarities and differences between the
two texts using specific details from the text. We, as a class, we be filling out
a Venn diagram. As the teacher, I will be facilitating discussion to scaffold the
students to find a comparison or contrast between the two texts. Students
will also be required to provide at least one comparison and one contrast
that are unique to each story that is not already on the class Venn diagram
during the You do. Students will also be able to participate in a discussion
about gender stereotypes based on the two books that were read aloud to
them.

Prior Knowledge:

Students may already have experience using the Venn diagram when
comparing and contrasting two different objects. However, they may not
have compared and contrasted two different books concerning the same
topic and then have to be able to talk about that topic knowledgably.
Students should already know how to pull specific details from a text as
evidence to make a point or to find a comparison or contrast. Students may
also have prior knowledge on gender stereotypes. Most should already be
aware of stereotypes that exist that dictate if they should be interested in a
particular interest or hobby.

Differentiation/Same-ation:
To ensure that I meet all of my students learning needs, I will scaffold them
into learning a new strategy by utilizing the gradual release of responsibility.
Additionally, I will be reading both texts aloud to make sure all students will
be able to understand the text. The books that I am reading are on a lower
reading level so all students will be able to easily understand what is being
read aloud. While working independently on the closure activity, students
will be using alternative seating so they can focus easier, helping those that
are sensory seekers. I will repeat each idea that is shared by a student loudly
and with clarity to ensure everyone is able to hear students ideas. I may
also rephrase some students ideas or use easier wording to ensure that
English language learners will be able to understand.

Lesson Introduction/Hook: (5-10 Minutes)

We often hear about the word stereotype. Can anyone tell me

what this word means? Turn and talk to a partner about what you
think the definition of this word is. Thumbs up when you have an
answer.

Give students time to think about the definition of a stereotype. Have

students share ideas once they have their thumbs up.

A stereotype is often an unfair and untrue belief that many people

have about all people or things with a particular characteristic. Now
that we know what a stereotype is, what are some stereotypes
about being a boy or a girl that you can think of? Turn and talk with
a partner.

Write a T-Chart on the board, labeled boy and girl.

Can anyone share your ideas?

Record ideas on the T-Chart.

Now that we are aware of some stereotypes that exist about being a
boy or a girl, I am going to read aloud two books that talk about
gender stereotypes. While I am reading aloud, I am going to pause
while we take a second to think about how the main characters of
these two books are confronting gender stereotypes.

Lesson Development:

I Do: (25 Minutes)

Read aloud Oliver Button is a Sissy by Tomie dePaola.

Pages 1-7
 o Why did other kids call Oliver a sissy?
He liked to do things that boys were not supposed to do.
o What kinds of things did Oliver enjoy doing that his peers
thought he was not supposed to do?
Jumping rope
Read books
Draw pictures
Play with dolls
Play dress up
Sing and dance
Pages 8-9
o Why do you think Olivers dad wanted him to play baseball,
football, or basketball?
Boys like to play sports.
If they make this connection. Does Oliver fit under
the stereotype that boys are good at sports? Just
because it is a stereotype, does not mean it is true!
Pages 9-20
o Why do you think the boys are calling Oliver a sissy?
Dance class
Page 9-25
o What do you think is going to happen next?
Various answers Facilitate ending discussion
Pages 25-38
o Why do you think Oliver is scared to go to school?
The boys will call him a sissy.
Pages 29-42
o What happened?
The boys accepted him.
o Why do you think the boys changed their mind?
Various answers lead them to it being okay to have
different interests than the typical stereotypes.

Now that we have read Oliver Button is a Sissy, we are now going to
read Amazing Grace. While I am reading, think about how Grace is
confronting gender stereotypes and how it compares to Oliver in our
first story.

Read aloud Amazing Grace by Mary Hoffman to the students. Sticky note the
stopping points of the book.
Pages 8-14
o Did Grace pretend to be anyone that may not fit the stereotype
of being a girl?
 Anansi the Spider male spider that has the knowledge of
stories
Wooden horse men only went to war back then, they hid
in the horse
Pirate
Hiawatha Native American chief
Mowgli The Jungle Book
Adventure stories
Aladdin
Pages 16-21
o Why did her classmates think that Grace could not be Peter Pan
Peter is a boys name
Pages 21-25
o Why do you think Graces Nana took her to the ballet?
To let her know that Grace can be anything she wants to
be.
Pages 26-29
o How did Grace confront gender stereotypes?
She played Peter Pan in the play.
o What message do you think this book is giving us?
We can be anything we want to be, regardless of our
gender identity

We are now going to compare and contrast the two stories. First, I
will model how to do this. We will be using a Venn diagram to help
us organize the comparisons and contrasts. This Venn diagram is a
way that we can model in reading. It helps us organize our thoughts
and ideas using specific details from the text.

Draw a Venn diagram on the board. Label Amazing Grace and Oliver
Button on each side of the Venn diagram. Review the Venn diagram if
needed.

On the side labeled Amazing Grace we will write details that only
apply to that story. On the side labeled Oliver Button, we will only
write details that apply to Oliver Button. These are the differences
between the two stories called contrasts. The details that apply to
both stories will be written where the circles meet. These are the
similarities or comparisons.

I think we can agree that the common topic amongst the two stories
is gender stereotypes. Because this is a similarity, I am going to
write gender stereotypes where the two circles meet. Now
remember, when we are comparing and contrasting the two stories,
to try to make comparisons that are related to the main topic of the
two stories. I will now find a comparison amongst the two. The main
characters peers criticized both of them. People told Grace that she
could not be Peter Pan because she is a girl and people called Oliver
a sissy for being interested in activities that girls are typically
interested in. I will now write characters were criticized. (show
them text evidence when discussing this.) One contrast would be that
Oliver was invited to perform while Grace had to audition. I will
write Oliver was invited to perform under the Oliver bubble and
Grace auditioned under the Grace bubble.

We do: (5-10 Minutes)

Now that I have modeled to you what this strategy looks like, it is
now time for you to help me find comparisons and contrasts of the
two books when referring to gender stereotypes. Make sure you use
specific details from the text to help you find a comparison or
contrast.

Record student ideas:

Possible responses:

Similarities:
Both performed in some type of show
Both stuck to their interests, despite receiving criticism
Both confronted stereotypes
Both liked to dance
Both liked to read
Both liked to dress up

Differences:
Oliver played with dolls
Grace participated in a play
Oliver participated in a talent show
Oliver jumped rope and walked in the woods
Grace auditioned for Peter Pan.
Oliver performed his talents.

You Do:

Now we are going to give you some time to practice on your own
with a partner. Turn and talk with a partner and find one more
comparison or contrast. Once you find one, write it down with your
name and hand it in to me.
Specific Questioning:

After comparing the two books, do you think we can only have certain
hobbies or interests because of our gender? Why or why not?

Take a look at our list of stereotypes that we created at the beginning

of class. Is there anyone in here that has an interest or hobby that is
often associated with the opposite gender?

After reading these two books, do you think we can only have certain
hobbies or interests because of our gender? Why or why not?

Take a look at our list of stereotypes that we created at the beginning

of class. Is there anyone in here that has an interest or hobby that is
often associated with the opposite gender?

Closure: (5 Minutes)

Can anyone tell me what these two books were mostly about?
Was there a common topic?
How did this Venn diagram help us discover a common topic
amongst the two?

You can now use this strategy when finding a common topic
between two books and when trying to compare the two books.

After reading these two books, do you think we can only have
certain hobbies or interests because of our gender? Why or
why not?
Take a look at our list of stereotypes that we created at the
beginning of class. Is there anyone in here that has an interest
or hobby that is often associated with the opposite gender?

New Vocabulary:

Stereotype
Gender
Compare
Contrast

Materials/Resources:

Amazing Grace by Mary Hoffma

Oliver Button is a Sissy by Tomie dePaola
 Sticky Notes
Venn diagrams
Pencil
Construction paper
Crayons/Markers

Teaching Behavior Focus:

Building a classroom climate is my teaching behavior focus. This is especially
important because students will need to feel confident when sharing their
personal activities or interests that may not align with the stereotype for
their gender.

Follow-Up Activities: (10 Minutes)

Now that we know that being a girl or a boy does not determine
what our interests or hobbies are, we are going to create a page
that is specific to us. I have paper ready for all of you to use. I want
you to write at the top. I am a ______, but I ______ I want you to
think of something that interests you regardless of your gender. I
created one as an example:

I am a girl, but I love to watch football.

Explain your drawing and why you chose football.

Create one sentence and draw a picture to represent this sentence.

Once we are finished, we will hang these up to remind ourselves
that we can be anything we want to be regardless of the
stereotypes that exist.