Gender Identity & Gender Roles
Pink is for boys
Author(s): Robb Pearlman & Eda Kaban
Links:
Amazon: https://amzn.to/2RWDRUZ
Indigo: https://bit.ly/34SAXWC
Social Justice focus: Societal Norms, Equality and Binary
Synopsis: This book explains in simple form how all colours can be liked by girls and boys, as well as the items that go with them, such as a brown teddy bear, green grass, blue sport uniforms and yellow crowns. It is an empowering picture book that demonstrates that any color can be like by anyone, irrespective of the gender.
Lesson Plan: Emma MacDonald
Primary/Junior/Intermediate Lesson Plan (Abbreviated Template)
Unit/Topic: Societal Norms using media literacy and visual arts
Grade: 5
Lesson: What is the focus of this lesson in relation to the unit?
This lesson will focus on social justice through the use of a picture book. Specifically, societal norms and equality using media literacy, writing and visual arts will be addressed to junior students.
Curriculum Areas: What are possible connections to other curricular areas?
Visual arts will be used as a way for students to display their findings:
D1. Creating and Presenting: apply the creative process (see pages 19-22) to produce a variety of two and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings;
D1.1 create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view
Curriculum Expectations: What Overall and Specific Expectations will be addressed?
Media Literacy:
1. Demonstrate an understanding of a variety of media texts
1.1 Identify the purpose and audience for a variety of media texts
1.2 Use overt and implied messages to draw inferences and construct meaning in media texts
1.3 Express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions
Writing:
2. Draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic elements appropriate for the purpose and audience;
2.2 – Establish an appropriate voice in their writing, with a focus on modifying language and tone to suit different circumstances or audiences
2.5 – Identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence
Learning Goal(s): What are students expected to know, do and understand? We are learning to….
We are learning to identify how our world separates things for boys and girls differently
We are learning to read advertisements for reasons of how companies can improve their separation of toys between genders
We are learning to write with the purpose of finding a solution to advertising for one gender
We are learning to present our ideas and corrections by creating a picture
Success Criteria: How will students know they have met the learning goal? I can….
I can giv