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Developed by GUID1.

01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Introduction to Gender

General content area: Gender

Topic outline: Introduction to Gender

Lecture 1

Definition of Sex
Definition of Gender
Definition of Sexual Orientation
The Differences Between the Concepts

Lecture 2
Genderbread Person Concepts:
a. Biological Sex
-Woman
-Man
-Intersex
b.Sexual Orientation
-Heterosexual
-Homosexual
-Bisexual
c. Gender Identity
-Woman
-Man
-Genderqueer
d.Gender Expression
-Feminine
-Masculine
-Androgynous

Lecture 3:
Gender roles
Gender stereotyping
Gender discrimination
Gender equality
Gender equity
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Grade level: 7th grade

Instructional objectives:

1-Students will identify sex, gender and sexual orientation.

2-Students will differentiate sex, gender and sexual orientation.

3-Students will increase awareness of Genderbread Person and use correctly


the concepts of gender.
4-Students will criticize gender stereotyping, gender roles and gender
inequality.

Time needed: Three Weeks


Technological tools integrated: Narrated-slideshows, ClassDojo and Book
Creator (See Question 1 in Suggestion Part)

Other materials: YouTube videos, Padlet, Skype, Genderbread Person

YouTube: The links of Youtube videos are posted in each lesson plan.

Padlet: How Padlet will be used is explained in Question 1.

Skype: How Skype will be integrated is explained in Question 1.

Genderbread Person: The version 1 of Genderbread Person will be used


because the version is more basic and understable for 7th grade students.

Word/Google Docs: The students can use Word or Google Docs to create a box
game with tables.
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Detailed explanations of the instructional plan as lessons:

Lesson 1

Steps Explain what the teacher does /says Explain what the
students are expected
to do

1 Introductory activity Students are expected to


watch the video before
Posting the video about the general
class and to play Kahoot
concepts which are gender, sex and
in the beginning of the
orientation on ClassDojo before the
class
class.

Playing Kahoot with students to assess


their knowledge about the concepts.

2 Main activity Students are expected to


follow the lecture given
by their teacher and to
The lecture is given by the teacher watch the video
about what sex, gender and sexual carefully if it is watched.
orientation are and how students can
differentiate these concepts.

Watching the video or detail


information about the concepts
(optional)
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

3 Extension/Closure activity Students are expected to


write what they
-Discussion in class about the
understood from the
concepts
concepts and upload
-Writing individually a short reflection these short reflections
about what is learnt from lecture and on padlet.
the videos. This will be done at home
and posting those reflections on
Padlet. In this way, they will also
have a chance to read other reflections
of their friends and share their own
comments on the topic. These
reflections are assessed in the category
of participation.

4 Assessment Students are expected to


learn
Students will create a box game with a
group including 5 people. A template -what sex,orientation and
for the box game will be given and the gender is
students can use Google Docs or Word
-what the difference
for creating the box game. The box
among sex, orientation,
game should be consist of ten
and gender is
questions which will be categorised by
students whether it is related to
gender, orientation or sex. After the
box game is prepared, each group
should present their games to the class
(see Appendix A).
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Lesson 2

Steps Explain what the teacher does Explain what the


/says students are expected
to do

1 Introductory activity Students are expected


1- Posting Genderbread Person to watch carefully the
picture on ClassDojo before the video and to understand
class. the main idea of the
video.
2- Genderbread Person Concepts
Watching a short YouTube video on
class time.

2 Main activity Students are expected

The lecture is given by the teacher -to follow the lecture


about genderbread person. In the
-to comment and express
lecture, narrated-slide show will be
their opinion in the
used. After the lecture, students
discussion.
will discuss genderbread person.

Example genderbread discussion


questions:

1) What do you think about


femininity, masculinity?
2) What do you remind when
you hear the word of
“orientation”?
3) What do you think about the
difference between “choice”
and “orientation”?
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

3 Extension/Closure activity

Write on a paper without name, Students are expected to


identify yourself according to evaluate themselves
Genderbread Person. They will anonymously.
analyze themselves in four
categories of genderbread person.
If students do not know how they
categorize themselves, they have an
option to write “I do not know”, “I
do not want to share” or “I am
questioning”.

4 Assessment

A game about Genderbread Person -to interpret story of


people correctly.

In the game, a paper is given to -to answer questions


students. In the paper, there is a which is given by teacher.
photograph of a person for example
Huysuz Virjin and the story about
the person is given. Then,we want
students to interpret the person
according to Genderbread Person
Concepts.

The questions that students are


required to answer:

-What is the gender identity of the


person?
-What is the gender expression of
the person?
-What is the biological sex of the
person?
-What is the sexual orientation of
the person?

(see Appendix B)
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Lesson 3

Steps Explain what the teacher does /says Explain what the
students are expected to
do

1 Introductory activity They are expected to write


their stories at home via
Before the class day, students will be
Padlet and come to class
given a homework in a flipped
ready for the discussion
learning style. They will imagine and
write one job day of the person coming
Students will recognize the
from different occupations, Students
attributed gender roles and
will select from four options:
comprehend the
A Civil Engineer genderlessness of
occupations and the
A Firefighter equality in career life
A Kindergarten Teacher regardless of gender.

A Cabin Crew

Students will share their stories on


Padlet page provided by the instructor.
They will be asked to indicate
characterics of the person through their
names as well. They will share their
stories before the class and have a
discussion in the class time. They will
read others’ stories and share opinions
about them. They will be asked why
they chose those genders for those
occupations.
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

2 Main activity Students are expected to


watch the narrated
Narrated slideshow: The based on the
slideshow carefully and
video
attend the discussion.
Narrated slide will be shown to
students. After the slide show, there They will become familiar
will be a discussion environment and more with the concepts
they will analyse what they have with narrated slideshows.
learned

Guiding questions in discussion:

1- Do you think occupations have


gender?

2- Do you think men and women have


equal rights?

3- Do you think a firefighter can be a


woman, and do you think a
kindergarten teacher can be a man?
Why do you think so?

3 Extension/Closure activity Students are expected to


listen to guests carefully,
Our closure activity is that having
ask the questions about
there guests via Skype: a woman civil
their occupations and
engineer; a man kindergarten teacher;a
attend the discussion
man cabin crew and a woman
actively.
firefighter. They are introduced in
class. They talk about their job with
emphasizing equality, and tell what
strengths they cope with, and if there
is positive discrimination in
workplace, they mention about it, and
then, kids are encouraged to have a
discussion about it.
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

4 Assessment Students are expected

Combined three papers from -to examine texts and


textbook for elementary schools will pictures in the book that
be given to the students. The students their teacher gives them.
will be examining the texts, pictures
-to write reflection
of the book. Then, they write a
reflection includes definition gender -to recreate the three
roles, gender stereotypes and gender papers from textbook
inequalities in textbooks; criticizing based on gender equality
about them based on Gender Equality and their reflection.
perspective. Finally, they recreate the
three page including family -to post their recreation of
environment and school environment textbook on padlet until
with the principle of Gender Equality deadline.
via https://bookcreator.com/.

Students will post their Recreation of


Textbook with their reflection on
Padlet until deadline/one week later
the lesson (see Appendix C).

Suggestions for teachers who will implement this instructional plan next
semester:

1- Detailed explanation of how technological tools will be used:

Narrated slideshow will be used in order to create interactive learning environment.


With the help of pictures on slides, students can learn better some abstract concepts
about gender.

ClassDojo will be used in order to post the task before classroom, sharing feedbacks,
and communicating with parents if they need. It is an secure online platform for
students to be in collaboration. By using ClassDojo, the safe use of technology by
students will be ensured. They can reach all tools shared by the instructors via
Classdojo. (Example post:
https://drive.google.com/file/d/1y_3BDN5gumTv0VhHbiTq57F6Yy0qxsWK/view )
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Kahoot will be used to assess the knowledge about the concepts of sex, gender and
orientation. Kahoot is an online quiz application that makes the quizes more
interactive in class so students will be more involved with the concepts rather than
only be assessed by related questions. True/false statements will be asked.

Questions: https://docs.google.com/document/d/13G6cBHEwHGpkaSy3i-
xtydzQl3VicZnP8xQZjjg-glY/edit

Padlet will be used in order to share stories that are written by students about a person
who belongs a gender-typed occupation. For example, write a short paragraph about
how a firefighter spends one day including the firefighter’s name,physical appearance
and daily life . Sharing the works of recreation of textbooks with their reflections.

Lesson 1 reflection: https://padlet.com/gokalpdilan/8wonybm9l9zj

Lesson 2 reflection: https://padlet.com/gokalpdilan/hnmiopy4f2fm

Reaction of textbooks: https://padlet.com/gokalpdilan/adc4dhip7ka4

Youtube will be used in order to show some videos about the topics in class.

Lesson 1: https://www.youtube.com/watch?v=XN-wD8O9tRI

Lesson 2: https://www.youtube.com/watch?v=89Az3m-qJeU

Lesson 3: https://www.youtube.com/watch?v=misYmpr925o&t=49s

Book Creator: It is an website that helps children write books. Book Creator will
encourage students’ creativity and involvement in the concepts of sex, gender and
orientation. They will be able to use all knowledge they learnt from the classes in
creating their own books.

Link: https://bookcreator.com/

Skype will be used in order to connect with four people who are working in gender-
typed occupations but they are not from typed gender.

2- Are there any cautions or points to consider about the technological tools
that are integrated into the lessons?

Technological tools can create some concerns about confidentiality and safety. In
online environment, we have to protect students from any negative effects of the
internet like cyberbullying.

3- Other suggestions:
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Time management is important. We want to use flip-learning method,therefore,


students should prepare to the class in advance. In discussion parts, it is quite
important to hear every students’ voice that is every students should participate
discussions. In game, they should be active participant.
The assessments should be based on not grading for Passing a course or Failing from
course but these assessments can be resulted in a certificate of achievement which will
be given the students who have higher than 20 points

What changes have you made in this instructional plan since your initial
submission and why you made those changes?(4. & 5. questions)
We changed our topic from “gender equality” to “introduction to gender” and the
lecture topics. Because of the change, we add some new objectives. We did not have a
focus group but we thought we could do these lessons with primary school students
but then, we specifically focus on 6th grade students. We add new technological tools
which are Padlet, Classdojo and Book creator. We add Padlet because the some
works,reflections should be added in a place in order to be shown all students; and we
add book creator because we give an assignment to students which is Recreation of
Textbook.

We gave up to use Twitter in our IP due to concern of privacy and security, instead,
we decided to use ClassDojo, because it is more secure for 6th grade students.

Because gender equality is too broad. In order to understand gender equality we need
to be familiar with gender concepts. In addition, we focus on 7th grade students
because pedagogically, this group is appropriate for studying sexual
orientation,biological sex and gender.
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

APPENDIX A

Criterias Above the Expectation (2) Below the


expectation (3) Expectation (0-1)
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Content of the Content is very Content is clearly Content is poorly


Questions clearly and fully and fully comprehended
comprehended comprehended by students.
by students. by students. The distinction
The distinction The distinction among
among among sex,gender and
sex,gender and sex,gender and orientation is not
orientation is orientation is shown.
fully shown. fully shown. Students can be
Students do not Students can be have lots of
have any have some misconceptions
misconceptions misconceptions about the topic
about the topic. about the topic

Presentation of The presentation The presentation The presentation


the game includes detailly includes enough includes not
how the game is how the game is enough how the
played and the played and the game is played
which questions which questions and which
are related to are related to questions are
which concepts which concepts related to which
and why. and why. concepts and
why.

Scores
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

APPENDIX B
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Criterias Above Expectation (2) Below


Expectation (3) Expectation (0-
1)

Biological Sex Student Student Student identify


identifies truly identifies truly neither the sex
the sex of the the sex of the of the person
person with person with nor giving
enough little examples. examples
examples.

Gender Student Student Student


Identity identifies the identifies the identifies
gender identity gender identity neither gender
of the person of the person identity of the
with enough with little person nor
examples. examples. giving little
examples.

Gender Student Student Student


Expression identifies the identifies the identifies
gender gender neither the
expression of expression of gender
the person with the person with expression of
enough little examples. the person with
examples. little examples.

Sexual Student Student Student


Orientation identifies the identifies the identifies
sexual sexual neither the
orientation of orientation of sexual
the person with the person with orientation of
enough little examples. the person nor
examples. little examples.

Scores
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

APPENDIX C
Developed by GUID1.01 Merve Başat (Intern 1), Gamze Bayraktar (Intern 2), Dilan Gökalp
(Intern 3), Beyza Gürel (Intern 4), Binnur Yeter (Intern 5)

Criterias Above Expectation Expectation (2) Below Expectation


(3) (0-1)

Reflection Reflection includes Reflection includes Reflection includes


fully definitions and definitions and little or no definition
examples of gender examples of the and examples and
roles, stereotypes concepts, from the little or no critics.
and gender given sources but
inequalities from the little critics.
given sources; and
critics about the
findings based on
gender equality.

Recreation of Demonstrating Demonstrating some Demonstrating


Textbook highly understanding of limited or no
understanding of gender equality on understanding of
gender equality on the mini textbook gender equality on
the mini textbook based on the critics the mini textbook
based on the critics about previous based on the critics
about previous findings. about previous
findings. findings.

Time Posted until the Posted until after Posted after the three
deadline (00.00) three hours of the hours (03.00-)
deadline (03.00)

Total Score

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