1. Topic-
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| Balloons will serve as a conduit in a lesson where the students
will "burst" stereotypes that unfairly label individuals or groups |
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2. Content-
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| Stereotypes,tolerance,fairness,violence,culture,cultural, prejudice,
understanding,racism, generalize, opinion, self-esteem |
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3. Goals: Aims/Outcomes-
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1. S/W will learn to speak critically about a topic w/o using unfair
stereotypes
2. S/W learn how stereotypes can effective the classroom culture and
the outside world
3.S/W begin to recognize when they or someone else are making stereotypical
statements about individuals or groups. |
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4. Objectives-
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1.S/W learn the meaning of the word stereotype
2. S/W work in groups to come up W/ stereotype statements
3.S/W discuss whether the statements are fair
4.S/W write what they learned from the activity. |
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5. Materials and Aids-
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| 2-dozen multicolored balloons,2 dozen dry-erase sentence strips,
thumbtacks, dry-erase markers |
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6. Procedures/Methods-
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A. Introduction-
1.T/W write the word man & woman on the board into two-columns,
S/W will do the same of paper
2. T/W ask the students to write words,phrases, or characteristics
that describe man or woman
3. T/W put the students into small groups, S/W have two-minutes for
each to brainstorm for additional words or phrase for man & woman
4. T/W bring the groups together to compile the list on the board.
5. S/W as a class answering the following questions:
-are you happy with the list you created?
-do you see any changes you would like to make?
-are the terms on the list that do not belong under the heading?
-are there terms that can fit under both headings?
-Is it fair to say all men____ or all women____? |
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B. Development-
1. T/W write the word stereotype on the board & ask the students
if they know what it means.
2. T/W write the definition on stereotype on the board as well as
the phrase:
All old people are forgetful
Men are all good at math
African Americans men are the best at basketball
3. T/W give the students a few moments to consider the phrase, then
S/W share their reaction to the phrase.
4. T/W lead the students to the conclusion that the statements are
too general to be true,
5. T/W encourage the students to see that it is unfair to make such
statements to help make the connection to the terms and stereotyping.
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C. Practice-
1. S/W return their previous small groups to brainstorm about additional
stereotypes they may have heard.
2. S/W elect someone from the groups to keep a written record of what
is said.
3. S/W finalize their statements to 6-10 of the most interesting stereotypes.
4. T/W bring the class back together so that they can share their
ideas.
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D. Independent Practice-
1.T/W give sentence strip to each student that shares a stereotype.
2. S/W read their sentence aloud and the T/W will give them a balloon
to place on the bulletin board.
3. T/W have open discussion about the sentences, S/W will go up to
the board and burst the stereotype. |
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E. Accommodations (Differentiated Instruction)-
T/W will allow the students to use pre-made sight words to help
with sentence structure.
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F. Checking for understanding-
| S/W write a paragraph or two explaining what they learned from the
activity, they such included specific examples from the lesson |
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G. Closure-
| T/W ask the students to share how they felt about the lesson about
stereotypes. |
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7. Evaluation-
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1. The students were able to openly discuss the topic of stereotypes
critically and objectively
2. The students were able to use their writing, speaking, listening,
and reading skills to complete the lesson. |
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8. Teacher Reflection-
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| For better understanding in future lesson the students will use
their critical thinking of stereotypes to apply them to historical
stories that will be discussed in the classroom. |
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