1. Topic-
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2. Content-
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Vocabulary:
New: stereotype, groups, generalization, assumption, cookie-cutter
Review: culture, misunderstanding, differences, conflict |
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3. Goals: Aims/Outcomes-
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1. Define "stereotype"� and state several examples"�in school,
community life, and in the literature they read. 2. Describe how cultures
of people form the base upon which decisions are made.
3. Describe factors causing conflict and contributing to cooperation
among groups (e.g., playground issues, misunderstandings, listening
skills, taking
turns).
Students will understand that stereotypes are generalizations, assumptions,
or ideas held by one group about another.
(GLE 3.2.2)
Students
will understand that stereotypes are ideas, assumptions, and
generalizations
that people make about the characteristics of all members
of a group. (GLE 3.2.2)
Stereotypes
often lead to misperceptions about a group or individual
(cookie
cutter misperception). (GLE 3.2.2)
Everyone
has a culture. It helps to shape how we see the world, ourselves,
and others. (GLE 3.4.1)
You
need to
understand
your
own culture in
order
to
begin
to
understand
someone
else's
culture. (GLE 3.4.1)
We
can also differ
from one another in other ways"�for example, our
abilities
and our personality.
These
all need to be taken into consideration
when we look at another person's
culture and point of view. |
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4. Objectives-
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1.Students will be able to...
Tell why we could have a misconception about someone's culture or
group; this misconception can cause us to stereotype that person and
their culture.
Tell why beliefs and ideas can vary from person to person. Sometimes
we misunderstand someone because we don't know their ideas and we
know little about their culture.
Tell why it helps to know about your own culture when you are attempting
to understand another person's
culture.
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5. Materials and Aids-
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1 cookie cutter
2 dough balls (with & without sprinkles)
white board
worksheet
notebooks
pre-cut stereotype strips
graphic organizer
mini quiz |
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6. Procedures/Methods-
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A. Introduction-
1. Day 1: Begin by introducing vocabulary words both new and reviewed.
Students are to write the definitions at this time. Students are to
create 3x5 cards for daily practice of the vocabulary.
2. Day 2: Introduce the essential questions...What does the word stereotype
mean?
How are culture and stereotype related? |
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B. Development-
Day 2: 1.Ask students why they think that "cookie cutter"�
is one of their vocabulary concepts in this lesson?
What is your first thought when you hear the word cookie cutter? What
are cookie cutters most often used for? When are they used? Have you
used a
cookie cutter? What happens when you use a cookie cutter? Why do you
use a cookie cutter?(Take out the cookie cutter and dough (without
sprinkles) and demonstrate while asking students to explain what is
happening as you create cookies and why)
Hopefully students will understand that a cookie cutter is used to
make something alike over and over.
2.NOW ask students what the words cookie cutter and grouping/stereotyping
have in common?
3. Ask students if there are "cookie cutter"� people? Can they
think of people or groups of people that have like characteristics
to the degree that they could
be considered "cookie cutter"� people-or those who seem to be
cut from the same mold.(Now demonstrate with the sprinkled dough ball
to make a comparison to the plain dough ball)
Are all characteristics of "cookie cutter"� people alike? Bring
about the understanding that even though people are alike in many
ways, they still have
their own unique differences. People who are grouped by likeness,
but still have their unique differences are often stereotyped by that
which makes
them alike.
4. Once you as certain that students understand "stereotype"�,
close by reconnecting to cookies made with a cookie cutter. Even though
they are cut from
the same mold, no two cookies are exactly alike.
Can they think of people who are stereotyped? (i.e.: teachers"�what
are the stereotype characteristics of teachers, Italian cooks, doctors,
etc.)
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C. Practice-
1.For this activity all students need to be standing initially in
ONE LARGE GROUP.
Students should be instructed not to talk or use any cue.
ASK STUDENTS TO GROUP themselves BY A VISUAL SIMILARITY, simplify
by telling them "by something you can see"�. You may need to
give one example"�grouping by eye color, or grouping by color of shoes
or clothing. Tell students they should mentally record the visual
similarity by
which they grouped themselves, keeping it in mind to write down when
they are back at their seats.
2. Observe how student move about to find where they fit. Give students
a set time of about three minutes. There is no limit to the number
of groups a
student may join.
3. After the three minute time period has lapsed, have students sit
and write down the groups they joined (by the visual similarity they
were using). Allow
2 minutes or so.
4. The teacher should lead the following discussion with students.
How and why did they group themselves in the way that they did? What
visual similarities were used? What differences were there, even when
many
students grouped by the same visual similarities? How and why did
this happen? Allow discussion to proceed until you know that students
understand
that we group ourselves by likeness but within our groups we still
have differences.
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D. Independent Practice-
1. Students are given a "Stereotypes in my Community" worksheet
with as a homework assignment. Students are to look for a total of
5 stereotypes within their community or neighborhood and explain why.
2.Students have a chance to read the stereotypes they discovered in
front of their peers to allow others to see their interpretation of
stereotypes. |
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E. Accommodations (Differentiated Instruction)-
Day 3: 1.Students are grouped in 4 as they review their vocabulary
cards. Next, they will be given 10 minutes to think of a way to act
out a stenotype(strips) provided by the teacher.
2.Student groups act in front of the class.
3.Teacher responds accordingly while guiding students. |
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F. Checking for understanding-
1.Review the lesson goals and ideas with your students, asking them
to tell what they learned in "Cookie Cutter"�.
2.Provide the following final essential questions...How does my culture
influence my interpretation of a stereotype?
Is our classroom an example of a stereotype? What are our common
characteristics?
Why is it important to understand culture, groups, and stereotypes?
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G. Closure-
Day 4: 1. Teacher reviews stereotyping and the negative impacts
of stereotyping.
2. How can we prevent stereotyping?
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7. Evaluation-
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1. Day 4: Review stereotyping using a graphic organizer.
2.Day 5: mini quiz |
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