Gender In Poetry / Literature Lesson Duration Essay

Length: 7 pages Sources: 8 Subject: Literature Type: Essay Paper: #71176397 Related Topics: Poetry Analysis, Emily Bronte, Contemporary Literature, Literature
Excerpt from Essay :

Gender in Poetry / Literature Lesson

Lesson Duration


Rational: This is an introduction to the gender issues which were so prevalent in the Victorian era, and a backdrop to show why they still exist today and the harm they can inflict.

Syllabus Outcome: This part of the lesson helps meet outcome 1, or the ability to interpret meanings and themes within texts. By using abstract thinking processes, the students will make connections between the texts presented and show how they are, or are not related. According to the research, "A student responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis and pleasure" (Board of Studies for NSW 2003 p 32).

Syllabus Content: This will help meet outcome 4, where "a student selects and uses languages forms and features, and structures of texts according to different purposes, audiences and contexts, and describes and explains their effects on meaning" (Board of Studies for NSW 2003 p 35).

Resources / Equipment: "Yellow Wallpaper" and the Reading Guide

Prior Knowledge: Understanding about gender roles and stereotypes.

Learning Outcome:

1. Understanding Gender stereotypes and how they are exposed through Literature.

2. Be able to engage and interpret texts.

3. Indentify literary elements.


1-15 min

16-45 min

46-60 min

Teaching Strategies:

1. The lesson will open with a discussion of confining roles in Victorian eras. This discussion will begin to define gender stereotypes and show how strong they were just a few hundred years ago.

a. The lesson will then move on to read Charlotte Perkins Gilman's "The Yellow Wallpaper."

2. The students will follow up this reading with an accompanying reading guide, which can be found attached.

3. In addition to this content, the end of the reading will feature a discussion of some important literary elements. The three forms or irony, dramatic, situational, and verbal, will be outlined and discussed as it is relevant to this work and other literature.

Class Organisation:

During the reading and discussion portions, the class will work as a whole. The reading guide would be an independent exercise.

Assessment Techniques:

In order to assess progress made by students, the marking criteria will make sure that the reading guide is filled out correctly, with answer responses being at least three sentences each. Finally, there will be a quiz on identifying the various forms of irony.

Evaluation and reflection

The first lesson will serve as an introduction to gender stereotyping and use Gilman's exciting short story to perk interest and show how negative stereotypes can be in terms of their impact on people's lives.

Lesson Title: Gender in Poetry / Literature Lesson 2

Lesson Duration

60 mins

Year: 9

Class: 9A

Room: 205A

Rational: This lesson will bring the concept of gender stereotypes to a more localized perspective.

Syllabus Outcome:

This is aimed to help meet outcome 2, which is the ability to create an argument or viewpoint and back it up using textual evidence from the poem.

Syllabus Content:

The later discussion about rhyme scheme and thematic elements is another element of outcome 4 -- looking at thematic structures and rhyme scheme to understand how language strategies impact meaning

Resources / Equipment: "The Woman" and "Last Lines"

Prior Knowledge: Understanding of gender stereotypes, and which specifically pertain to women.

Learning Outcome:

1. Read and interpret modern poetry in a way that students can then respond to with a cohesive argument.

2. Students will then have to craft an opinion-based argument that centers on a strong and cohesive thesis.

3. Continue learning about literary elements, specifically associated with poetry.


1-25 min

26-50 min

51-60 min

Teaching Strategies:

1. It will open with a reading of Australian Poet Mary Gilmore's "The Woman" and Emily Bronte's "Last Lines."

2. Next, students will be asked to write their own argumentative paragraph with a concise thesis answering the following: what stereotype is this a reaction to and why?

3. There will also be a discussion regarding the rhyme scheme and other thematic structures in the poem itself. Students will identify rhyme scheme and all discrimination in today's world rather than one from the past.

Syllabus Outcome: In this it is meeting outcome 1 because it allows students to "discuss characteristics of male and female stereotypes in the society" and "identify ways in which their own lives have been affected by these stereotypes," (Bengii 2005 p 17).

Syllabus Content: This lesson uses the both print and digital media to show how gender stereotypes are present still today. This fulfills part of the standards requirements for texts beyond poems and fiction pieces.

Resources / Equipment: Materials for this lesson will include magazines to cut pictures out of, markers, and poster board along with copies of Bengii's "Barbie Against Superman: Gender Stereotypes and Gender Equity in the Classroom."

Prior Knowledge: Understanding of gender stereotypes, how they have experienced it either knowingly or unknowingly.

Learning Outcome:

1. Read scholarly literature that provides a theoretical foundation for the presence of the phenomenon being studied.

2. Focusing on using their own experiences to see common themes that have been present in the literature being studied.


1-15 min.

16-60 min.

Teaching Strategies:

1. Break up the students into mixed abilities groups. This was proficient English speakers will be there to help encourage less proficient students and ESL learners.

2. Next, the students will make a poster chart where gender stereotypes are identified and discussed.


Example of Stereotyping

What Stereotype Does This Represent?

Have Gender Roles and Stereotypes Changed Significantly Since the Victorian Era, or Are They Still Damaging?

Magazine Cut Outs

Student Response Based on Evidence from the Texts

Student Response Based on Personal Experiences

Class Organisation: Students will work in groups to read pages 13-15 of Bengii's work. They will then once again work independently to fill out their charts.

Assessment Techniques:

Grading of this exercise will be based on participation and willingness to share findings to the class as well as short response answers at a minimum of three sentences and the level of creativity exhibited.

Evaluation and reflection

This lesson is a fun and creative way to introduce the fact that students witness perpetuation of gender stereotypes in their daily lives.

Lesson Title: Gender in Poetry / Literature Lesson 4

Lesson Duration

60 mins

Year: 9

Class: 9A

Room: 205A

Rational: The fourth lesson will help empower students to know more about how gender roles can be hidden in literature and what they can do to counteract them.

Syllabus Outcome:

Students will fill out a reading guide in order to meet outcome 1, which is the interpretation of text.

Syllabus Content: Students are expected to fill out the reading guide using their own experience, as well as using abstract thought to create a convincing thesis.

Resources / Equipment: "Study Finds Huge Gender Imbalance in Children's Literature" and the reading guide

Prior Knowledge: Understanding of gender stereotypes, how they have experienced it either knowingly or unknowingly.

Learning Outcome:

1. Discover how stereotypes have shaped their learning, even if they had no idea it was doing so.

2. Interpret the article and how it relates to their won experiences, while thinking of innovative methods for implementing change.


1-25 min

26-60 min

Teaching Strategies:

1. Read "Study Finds Huge Gender Imbalance in Children's Literature" by Allison Flood with the class, giving special attention to allowing low proficiency and ESL learners reading aloud to the class.

2. Students will then fill out a reading guide in order to meet outcome 1, which is the interpretation of text.

Reading Guide:


Response (3 sentences minimum)

1. What does this say about how gender roles have supposed to evolve?

2. What can be done to encourage more portrayals of women in children's literature?

3. Do you recall any books from your past that contain gender stereotypes?

4. If you could write a children's book featuring a strong female character, what would it be about and why?

5. Do you believe that you were wrongfully influenced by gender stereotypes in books / TV / movies you were exposed to as a kid?

6. What can parents do to explain such a complicated topic to young children?

Class Organisation:

The class will first read the article together, and…

Sources Used in Documents:

references to at least two of the texts read

Less than three sentences per response and mentioning one or none of the texts read so far

Lesson 5

Strong use of creativity. The poem or short story breaks three or more of the gender stereotypes learned

Simply rewriting a previously published story or poem. Only two or less gender stereotypes were broken by the female character

Cite this Document:

"Gender In Poetry Literature Lesson Duration" (2012, February 26) Retrieved June 22, 2021, from

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"Gender In Poetry Literature Lesson Duration", 26 February 2012, Accessed.22 June. 2021,

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