Author:
Sex Ed Open Learning Project
Subject:
Health, Medicine and Nursing
Material Type:
Lesson, Lesson Plan
Level:
Upper Primary
Tags:
  • Anatomy
  • Gender
  • Gender Expression
  • Gender Identity
  • Growth and Development
  • Inclusivity
  • Menstruation
  • Oregon OER Quality Framework
  • Prevention
  • Pronouns
  • Puberty
  • Respect
  • SEOL
  • Sexual Health
  • Sexual Health Education
  • Sexual Orientation
  • Sexuality Education
  • seol
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    Language:
    English
    Media Formats:
    Downloadable docs, Text/HTML

    Education Standards

    Exploring Gender Identity, 3-5 Lesson 2

    Exploring Gender Identity, 3-5 Lesson 2

    Overview

    Over the course of five sessions the teacher reads five books aloud from the list of recommended texts found in the Educator's Materials section. The teacher asks a series of discussion questions and records the answers on a process grid/anchor chart.

    Exploring Gender Identity - Grade 3-5 Lesson 2

    Lesson Title

    Exploring Gender Identity (Lesson 2 of 3)

    Lesson Summary/Overview

    Over the course of five sessions the teacher reads five books aloud from the list of recommended texts found in the Educator's Materials section. The teacher asks a series of discussion questions and records the answers on a process grid/anchor chart.

    Grade Level   3-5

    Suggested Time   Five 30-40 minute sessions over the course of a week

    License Type   CC BY-NC-SA

    Author of Lesson    Jules Laaperi and Willow McCormick

    Objectives

    • I can list ways some people, including myself, express their gender identity.
    • I can evaluate how to treat people, including myself, with respect across all aspects of our identities, including how we express our gender identity.
    • I can name qualities of an ally.
    • I can celebrate myself and others for aspects of identity, including gender expression.

    Aligned Standards, Performance Indicators, and Essential Questions

    ☐ Oregon Health Standards Color Coded by Topic Category - Chart Version

    ☐ Oregon Health & Sexuality Education Topic Categories and Essential Questions

    ☐ National Sexuality Education Standards (Second Edition)

    Performance Indicators Covered

    Grade 3:

    • HE.1.3.11 Recognize differences and similarities of how individuals identify regarding gender or sexual orientation.
    • HE.1.3.12 Recognize the importance of treating others with respect including gender expression and sexual orientation.
    • HE.2.3.6 Recognize how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
    • HE.4.3.5 Describe ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
    • HE.7.3.4 List ways to treat yourself and others with dignity and respect, with regard to race, ability, other identities, gender, gender identity, and sexual orientation.

     

    Grade 4:

    • HE.1.4.10 Describe differences and similarities of how individuals identify regarding gender or sexual orientation.
    • HE.1.4.11 Understand importance of treating others with respect regarding gender expression and sexual orientation.
    • HE.2.4.6 Describe how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
    • HE.4.4.5 Practice ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.

    Grade 5:

    • HE.1.5.10 Explain differences and similarities of how individuals identify regarding gender or sexual orientation.
    • HE.1.5.12 Discuss ways of expressing gender.
    • HE.1.5.13 Describe the importance of treating others with respect regarding gender expression and sexual orientation.
    • HE.2.5.6 Provide examples of how friends, family, media, society and culture influence how people think they should act on the basis of their gender.
    • HE.4.5.5 Demonstrate ways to communicate respectfully with and about people of all gender identities, gender expressions and sexual orientations.
    • HE.7.5.4 Demonstrate ways to treat yourself and others with dignity and respect, with regard to gender, gender identity, and sexual orientation.

    Essential Question(s) Covered

    • What are some ways people express their gender identity?
    • How do we treat people with respect across all aspects of their identities, including how they express their gender identity?
    • Who can we turn to when we need help, support, or guidance with regard to my gender identity and/or expression, or the gender identity and/or expression of members of my community?
    • How can I celebrate myself and others for aspects of identity, including gender expression?

    Culturally Responsive Practices

    How will your lesson relate and celebrate students’ cultural context, diversity and funds of knowledge?

    • Diverse selection of texts
    • Sentence stems for emerging bilingual students and students served by special education

    Information & Resources for Educators

    Information for Educators

    Preview the texts listed in Educators Materials and determine which five you would like to use over the course of the week. Anticipate questions that may arise from your students, families, or colleagues. Rehearse possible responses with a colleague. To deepen your own understanding of gender and gender identity check out the educator resources on Gender Spectrum.

    Materials

    Gender Spectrum

    I am Jazz by Jazz Jennings and Jessica Herthel

    Neither by Airlie Anderson

    It feels good to be yourself by Theresa Thorn

    Those Shoes by Maribeth Boelts

    When Aidan Became a Brother by Kyle Lukoff

    Julián is a Mermaid by Jessica Love

    Red: A Crayon Story by Michael Hall

    Angus All Aglow by Heather Smith

    Suki’s Kimono by Chieri Uegaki

    Jack (Not Jackie) by Erica Silverman

    Journal/Computer Document for compiling ideas

    Lesson Overview

    Before the Lesson

    Revisit or establish class norms around supporting one another during and through new learning and discourse. If you don’t already have these established you can co create them with your class or present sample norms such as:

    • Listen to understand
    • Share from the heart
    • Center the feelings of your community members in your questions and comments
    • Treat others the way they want to be treated

     

    Pre Assessment: Have students journal based on the following prompts:

    What is gender expression? What are some ways people express their gender? Who could I turn to if I am being harassed for my gender identity? On a scale of one (unsafe) to five (completely comfortable), rate your comfort expressing your gender in our classroom community.

     

    Let students know their journal will only be read by you, and that you will keep their responses confidential.

     

    Use this rubric to score responses.

     

    Tell the class:

    Over the next few days we are going to be reading books about characters with various gender expressions. One thing that is important to remember is that we cannot assume someone's gender identity based on their gender expression. We can only know that if the person decides to share that part of their identity with us.

    During the Lesson

    Day 1 (30-45 minutes per day)

    Select one of the books listed under Educator Materials to read aloud to your class. Throughout the read aloud pause periodically to ask the following questions, using protocols that promote participation (i.e. private think time before calling on students, sharing in partnerships before sharing out whole group, or using an app like Padlet, Jam board, or Nearpod to submit responses in writing):

    • What do we know about (character’s name)’s gender expression?
    • Sentence stem: Character ____’s gender expression is exhibited by the way they dress, act, and style themselves. Character ____ likes  ____, _____, and _____.
    • Example: Aidan’s gender expression is exhibited by the way he dresses, acts, and styles himself. Aidan likes to wear pants, shorts, and colorful shirts. He is considerate, thoughtful, and knows himself well. Aidan uses he/him pronouns and is a transgender boy.
    • How could we show (character’s name) respect?
    • We could show character ____ respect by ______.
    • Example: We can show Aidan respect by using his appropriate pronouns: he/him. We can show Aidan respect by acknowledging him as a boy. We can show him respect by complimenting his cool clothes. We can show him respect by listening to his worries about his baby sibling.  
    • Does (character’s name) have a support system? If so, who are they? How do you know?
    • Character _____’s support system includes ________, _________, and ______. We know they are supportive because _______, ________, and _______.
    • Example: Aidan’s support system includes his parents and other families with transgender kids. We know they are supportive because they believed Aidan when he shared his true gender identity and they encouraged him to express his gender the way he wanted. When they realized they had made mistakes regarding Aidan’s gender identity they fixed them.

    Record these thoughts on an anchor chart/process grid.

     

    Day 2-5 (30-40 minutes per day)

    Repeat with different texts from the suggested list above.

    The purpose of the process grid is to develop a deeper understanding of gender and gender expression. However, students may be ready for more complex discussion. Following each lesson you may want to allow time for a more open-ended conversation or journalling about the books. If so, you could include prompts like:

    • What is the impact of normative gender roles on the various characters in the text?
    • What is the impact of a gender binary on the various characters in the text?
    • How might you advocate for the main character in the text?
    • Who are some of the trusted adults in the main character’s life? Do they have any? What is the impact of having a trusted adult? Who are your trusted adults?
    • Do you empathize with any of the characters in particular? In what ways?
    • Have you ever observed or experienced scenarios like the ones described in this book? Reflect on them- how were they alike or different from the book?

    After the Lesson

    Post assessment

    After students have completed five sessions exploring books about children with varying gender identities ask them to journal using the same prompts as the pre assessment:

    What is gender expression? What are some ways people express their gender? Who can I turn to if I or someone I know are being harassed for my/their gender identity?

    Use this rubric to score responses.

    Extensions

    For students demonstrating a 3 or 4 on the rubric consider strategic pairings to support students demonstrating a level 1 or 2 understanding. Students demonstrating a 3 or a 4 may also create a book, video, or poster sharing what they know about gender identity and gender expression.

    Scaffolds

    For students struggling with these concepts, consider reviewing the K-2 lesson set for language, videos, and other resources.