3rd Meeting: LGBTQ and Critical Thinking

Posted On 2/23/2021 3:44:00 PM, 0Comments


Name: Gökçe Çiçek Cevher

Theme: LGBTQ and Critical Thinking


Lesson Plan

School/Institution: Sinop University

Level: B2-C1 (1st year of students in ELT department)

Age of the Students: 18-19

Lesson Topic: Critical Thinking & LGBTQ+

Duration of Class Period: 30 Minutes

Language Skills: Listening and Speaking

Lesson Language: English



The purpose of this lesson is to inform the students an understanding of LGBTQ and to reduce levels of prejudice and discrimination against people who are members of this community. At the same time, this lesson intends to practice 21st century learning skills, which are critical thinking, creativity, collaboration and communication. In this regard, a number of teaching strategies and techniques are utilized. The successful integration of authentic materials paves the way for more qualified instruction. This lesson allows young people to reflect on their and their peers' thoughts about LGBTQ and to learn respectful ways of communication. 



Content Objectives: By the end of the meeting, the students will;

  • state at least one change that could be made to avoid the problems occurring in the future in relation to LGBTQ.
  • identify at least one problem that has occurred for different characters in texts.

21st Century Objectives: By the end of the meeting, the students will;

  • demonstrate persistence in working with difficult problems.

Language Objectives: By the end of the meeting, the students will;

  • use if conditional sentences in contextualized dialogues accurately and correctly.

 Social Justice Objectives: By the end of the meeting, the students will;

  • have a better understanding of the challenges faced by young LGBTQ people.



Presentation (10 Minutes): The teacher asks the students whether they have witnessed an event that an LGBTQ member has been in a situation because of people’s points of view and plays a video about how people see LGBTQ people. After watching, the teacher asks the students’ thoughts about those people and whether they have witnessed such an event.

The link of video is https://www.youtube.com/watch?v=wxHHstcyP4I .

Objective(s) Targeted: This activity is designed to help the students understand how LGBTQ people feel.

Practice (15 Minutes): The teacher sends different scenario cards to the students and asks to note down what they would do in those cases. In order to have different perspectives, the teacher gives the same scenario to different three students. In those groups, the students discuss the questions: What are the problems that have occurred in these scenarios? and How could these problems have been avoided? When they come to the meeting, they explain their results to the others.

The scenarios are:

Scenario 1. Jo identifies as a cisgender female who feels happier with masculine haircuts and clothing. Jo and her parents have gone on a day out to London and together they are visiting a major art museum. After a long journey, they all need to start their gallery visit by going to the toilet. Jo follows her mum into the women’s toilet, and immediately someone washing their hands shouts out ‘hey, you’re in the wrong toilet!’ and everyone turns and stares at Jo.

Scenario 2. Aniisa has recently come out as a transwoman and for the first time she wants to go shopping for clothes that are more suited to her gender identity. She is quite shy and not confident about what will suit her and she is anxious about her deep voice. She picks out several tops that she wants to try on and joins the queue for the designated ladies changing rooms. When she reaches the front of the queue, the staff member asks her how many items she is trying on and she feels too scared to speak in case they tell her to use the men’s changing rooms.

Scenario 3. Rajit identifies as a female to male transperson, and while he has changed his name legally, he hasn’t started taking hormonal medication yet, which means his voice still sounds the same as before transition. Rajit tries to go to a barbershop which he knows offer good haircuts for £9.00, but they tell him ‘sorry, we don’t do women’s hair here’. Instead he goes to a unisex salon a few doors down. He gets a haircut that’s not as short as he would like it, and they charge him £25 for a women’s cut rather than £18 which is the men’s price. He feels upset and is trying to decide whether he can compose himself enough to challenge the price he has been charged without bursting into tears.

Objective(s) Targeted: With this activity, the students identify at least one problem that has occurred for each character in the activity scenarios. The students state at least one change that could be made to avoid the problems occurring in the future in relation to LGBTQ.

Conclusion (5 Minutes): The teacher makes them understand that a person can be any gender, any sex, any sexuality or any gender expression and we don’t know how they identify just by looking at them.

Objective(s) Targeted: In this term, the teacher makes the students understand every individual has their own identity and no one can discriminate them.




Journal: The teacher asks students to keep journals that detail their thoughts about the meeting. The teacher asks them to be specific, recording only attitudes, values, or self-awareness. 

Mini Project:

The teacher asks the students to watch the movie “Love, Simon” by having a critical eye and write a paragraph about their thoughts and emotions

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Gokce Cevher

4th year student in English Language Teaching at Trabzon University