Introduction-"For class today we are going to do a reading lesson on the topic of gender differences or differences between men and women. -Present slide with question about gender differences. -Discuss some examples of common stereotypes pertaining to gender differences. -Time depending, elicit 1 or 2 more examples of stereotyped gender differences.

Transition-"So now we are going to go over some vocabulary related to the reading you will be doing today." -Present slides with vocabulary related to the reading. -Ask students if they know the definition of vocab items. - Elicit meaning from students by comparing meaning of sentences. "Which sentence does not have the same meaning as the others. Why?" "What type of word is being used in this sentence?(noun, adjective)" "Consistently is an adverb because it is describing or modifying something other than a noun or pronoun. You see here that it is describing the action of performance. Are the rest of the of the alternatives using adverbs in place of "consistently" ? Ss-Yes. "How do you know?"-"Because they are modifying the verb 'performed' -For "consist", ask which sentence doesn't have the same meaning and why. "So what kind of word is consist. A verb, and is almost always combined with "of" when it is used" "So the use of comparable in this sentence means that the book is like other Stephen King stories, and not a collection or made up of various Stephen King stories. -For stereotypical asks students which sentence is describing a stereotypical situation. "The last sentence would be stereotypical, in that you would usually expect the husband to have this role, and not the other way around, although this is not necessarily always true. The other situations are not stereotypical at all." "What type of word is stereotypical. An adjective because it describes a noun or pronoun".

Transition-"Ok, so now we are going to you are going to individually answer some true or false questions about the differences between men and women's brains. and then you are going to read an article about men and women's brains and check to see if your assumptions are correct. After we are going to talk about your responses. The true/false questions should take less than 2mins, and the reading should not take more than 5mins, then we will be back together as a class. -Send link to google form and pdf of article. -ICQ- "So are you going to read the article first before answering the questions". Ss-"No. We are going to answer the questions and then quickly read the article." -"Exactly. So I will see you back here in 5-7 mins" -OCFB- "What did you think of the article? Was it interesting? Was there anything confusing about it?" "Did anybody guess all the questions correctly" -"Did anybody have any assumptions which were proven false by the article?" -"What things were you surprised about?" -Briefly go over questions in the task or answer questions individually, time depending.

Transition-"So now we are going to the same we just did but with a more detailed exercise. -Send link to google form. -"Take about 7 or 8 mins to do the exercise and read the article again. Then you are going to pair up in BOR's for 3 or 4 mins to check your answers. -ICQ "So are you going to do the questions as a pair. -"No" -"Right, your going to do the questions individually first and then check your answers with your partner, then we come back to class. You have limited time so lets go!" -Set up BORs after 7 or 8 minutes (maybe sooner if everybody finishes) -Observe BORs. -OCFB- "Did everybody get all the questions done?" "Was anybody confused by any of the questions?" -Unless students have any questions or comments, go over a few of the questions, or any difficulties noticed in the BOR's

Transition-"Ok, now you are going to do a group exercise. I am going to send you another task and then you are going into BOR's in groups of 3 or 4(depending on size of group) and answer the questions as a group". -Send google form. -"You have about 4-5mins to answer the questions and then we will talk about your responses as a class". -ICQ- "So are you answering the questions individually or talking about them as group?" -"As a group" -Compose BORs. -OCFB- Review questions, elicit some responses from students. -Conduct delayed error correction, time depending