Caitlin Regan English 1 Friday, December 6, 2013 Period 3: 10:34-11:17 (44 minutes) Am I Blue?

OVERVIEW/ RATIONALE Today, we will read Audre Lordes article There is No Hierarchy of Oppression, which extols the idea that all oppressions are of the same root and that no form is worse than any other. By introducing students to the idea of intersectionality of various oppressions as a way to begin to wrap up this unit on gender and sexuality, I hope that they will keep these ideas in mind about oppression and as we lead into our unit on Night and the Holocaust. ENDURING UNDERSTANDINGS/ESSENTIAL QUESTIONS How do gender stereotypes limit people? What structures in society reinforce gender stereotypes? How do norms in our culture oppress and restrict individuals who do not fit neatly into such norms? Am I Blue? and We Might As Well Be Strangers introduce the ideas that our culture places pressure upon individuals to conform to gender norms; moreover, each story examines the idea that gender is a societal construction, whereas sexuality is innate and not necessarily a choice. Poetry and other forms of literature have the power to examine societal constructs. GOALS/OBJECTIVES Students will read, analyze, and reflect upon a persuasive essay. Students will define the terms hierarchy and oppression in order to think about their larger affects for members of the LGBT community. STANDARDS CC.1.1.9.C: Use vocabulary across all academic content areas that demonstrates knowledge of literal and figurative meanings of words, nuances, or connotations of words, and word origins. CC.1.5.9-10.A: Initiate and participate effectively in a range of collaborative discussions on grades level topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. CC.1.5.9-10.E: Adapt speech to a variety of contexts and tasks. MATERIALS 33 copies of Article + response guidelines PROCEDURES OPENER Do Now: Vocabulary matching antonyms (5-10 min) BODY OF THE LESSON Pass out article. Ask students if they know what hierarchy, oppression, intolerance, and feminism each mean? Give definitions on Ppt slide after discuss student perceptions of each term. Ask what groups of people have been oppressed throughout history and today? (5-10 min) Read aloud together There is no Hierarchy of Oppression and I will stop students periodically to ask questions. 1

1. 1st paragraph: point out vocab word deviant. Ask for definition. Ask in what ways does Lorde argue society labels her differently? 2. 2nd paragraph: sexism/heterosexism have students reiterate their understanding of her definition. What does she say these all come from? (belief in inherent superiority for various reasons) 3. 6th paragraph: focus on last line There is no hierarchy of oppression? What does she mean here? (specifics of prejudice/oppression are varied; however, the root of each and effect is the same/no different) 4. Last paragraph: whats her ultimate argument? (all forms of oppression are bad/shouldnt be categorized. Oppression = oppression. None is less important than the other. From racism to bullying someone whose different at school to sexism, all are negative things and to combat/fight against one necessitates fighting against all of them.) (20+ min) Full class discussion: In Lordes argument, can someone be both oppressed and an oppressor? Do you agree with her argument? If you disagree, why? (<5 min) Define idea of intersectionality. Give example of how traditional feminism is criticized by people like Lorde for it focusing too narrowly on white, straight women. Intersectionality then looks at the complexity of how multiple facets of a person interact. Brings us back to the idea that identity is COMPLICATED. EX: I am not just a white female teacher. I am a sister, I am a daughter, I am a former athlete, I was a student of French, I like watching TV shows as much as I like reading, etc. (<5 min) Depending on time that remains (if discussion goes well, Im just going to drop this activity. This is backup if our discussion goes faster than expected): Journal for remainder of class: Do you see the hierarchy of oppressions operating in the world today? At Palumbo? (Meaning, do you see different modes of oppression being ranked against one another?) Think about yourself. In what ways do you face oppression at school, at home, and in the world? CLOSURE HW: study vocab. Quiz is on Wed. Read article over weekend and answer these discussion questions: (will be on schoology) 1. Is Palumbo a safe environment for someone who is gay? Do you think a gay student would be bullied at Palumbo? 2. What are some difficulties that gay teens face in high schools? Give 3 examples from the article. 3. What are ways that students and teachers can make life easier for gay classmates? 4. List any vocabulary that you didnt know in the article. ACCOMODATIONS

Because the majority of class time is full group discussion and reading, I will not be able to circle and observe to accommodate, but I will answer any questions students may have as well as asking clarifying questions to the full group. ASSESSMENT/EVALUATION I will be observing students during full group discussion. I will be questioning students prior knowledge. PERSONAL REFLECTIONS / NOTES