Exploring Gender Language

Objective

Students will analyze how gender influences language, identifying gendered words and expressions, and reflect on the impact of gender on communication. They will develop respectful and inclusive language awareness.

Standards

• CCSS.ELA-LITERACY.SL.7.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, building on others’ ideas and expressing their own clearly.
• CCSS.ELA-LITERACY.L.7.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
• NGSS Science & Engineering Practice 8: Obtaining, Evaluating, and Communicating Information (applied here via language analysis and presentation).

Materials

• Whiteboard and markers
• Index cards with gendered/non-gendered words and phrases
• Large classroom chart paper
• Timer/stopwatch

Class Size & Timing

• 102 students (in multiple sections or via group work)
• Duration: 3 minutes (micro-lesson format)

Lesson Breakdown

1. Opening Hook (30 seconds)

• Teacher writes the word "Genero" on the board and asks: "What does this word make you think of?"
• Brief hint: It means gender in Spanish, linking to today’s exploration of gender and language.

2. Quick Interactive Activity (90 seconds)

• Set up: Divide students into groups of 6 (17 groups roughly).
• Task: Each group quickly scans a small stack of pre-prepared index cards containing gendered words (e.g., actress, policeman) and neutral words (e.g., doctor, teacher).
• Goal: Decide which words are gender-specific and which are neutral or inclusive.
• Teacher circulates as each group discusses quickly and writes 1 example of each on the large chart paper provided.
• Differentiate: Provide sentence-stems or word banks to groups with ELL or learning support needs, e.g., “The word ___ makes me think of a girl or a boy.”

3. Group Share & Reflect (60 seconds)

• Selected groups share one example of a gendered word and one neutral word.
• Teacher briefly discusses why gendered words can affect communication – reinforcing respect and inclusivity.
• Tie-back to the word "Genero" and the importance of language in expressing and respecting identity.

4. Closing (remaining 30 seconds)

• Summarize: “Language shapes how we see each other. Using inclusive language helps everyone feel respected.”
• Quick exit prompt: On a sticky note, students write one new thing they learned or one question they have about gender and language (collected at the door).

Differentiation & Inclusion

• Use mixed-ability grouping for peer support.
• Provide vocabulary aid and sentence frames for ELL and special education students.
• Use visual charts and real examples to support comprehension.
• Allow varied responses: written, oral, or drawing forms for final prompt.

Extensions

• Longer lesson idea: Students research gender bias in media and present findings.
• Writing prompt: Write a paragraph using inclusive language changing a traditional gendered sentence.

This micro-lesson encourages quick, active engagement on a culturally relevant topic aligned with language arts standards and social-emotional learning goals. It introduces students to the concept of gender in language, fostering respect and inclusivity in communication—key 21st-century skills.