1. Topic-
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2. Content-
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Subject Matter- Understanding Stereotypes and their impacts.
Key Vocabulary- Prejudice, Judgment, affiliation, demographics, and
ethnicity.
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3. Goals: Aims/Outcomes-
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1.Induce critical thinking which targets the issues that revolve
around stereotypes.
2.Provide the means for students to reflect upon their own bias and
stereotypical ideations.
3.Strengthen the classroom community by promoting unity, transparency,
and cultural responsiveness. |
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4. Objectives-
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1.Identify, explain, and understand the implications that stereotypes
have on individuals, groups, and society as a whole.
2.Understand that hasty, unfair assumptions can lead to stereotyping.
3.Identify and explain ways that we [as individuals] can reduce, or
prevent, stereotyping. |
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5. Materials and Aids-
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10 large sheets of paper.
Pencils, markers, and highlighters
Notebooks
Video: "Stereotypes in Animation"
Timer
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6. Procedures/Methods-
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A. Introduction-
1.Break the students up into groups and lead a discussion that introduces
the lesson and calls upon the class to convey the ideas that come
to mind when they hear the word, "stereotype".
2.Direct the students' attention to the television and prepare them
to watch the video.
3.After viewing the video, ask the class to summarize the video while
focusing on the situation, problems/conflicts that materialized, and
ways that they believe could resolve such issues. |
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B. Development-
1.Explicitly cover the required vocabulary words: Prejudice, Judgment,
affiliation, demographics, ethnicity (to name a few) by first asking
the class to define the words while expressing what they mean to them
individually. If the students struggle with the definitions, the teacher
will select students to research the words by relying on the class
library. Once the definitions are found, the words, their definitions,
and parts of speech can be written on the board and the students can
jot them down in their vocabulary journals while using each word in
a valid, properly structured sentence.
2.The teacher will explain the process in which assumptions, which
are aimed towards an entire group of people, can snowball into being
a stereotype. The teacher can briefly cover snippets of American history
that illustrate how the negative consequences that assumptions, stereotypes,
and misunderstanding bred contention, pain, and severe hardship.
3.Ensure that all of the students have a firm understanding of the
outlined fundamentals listed above. Encourage students to express
any concern or misunderstanding that they may be experiencing and
use this time to model students one-on-one to privatize the process.
Reiterate the outcome of the one-on-one discussion for the entire
class just in case another student may have had the same question
but felt too embarrassed to openly acknowledge such. After all of
the students are on the same page, the teacher will transition into
the practice portion of the lesson. |
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C. Practice-
1.Ask the students to identify five categories that could be used
to group people in school such as "jocks and brains" (Discovery Education,
n.d, para 2). Annotate each category on one large piece of paper and
place the five sheets around the room in a clockwise fashion. Announce
that the students will conduct a carousel brainstorming activity and
explain the rules/process. Put time on the clock and have each group
go to a designated sheet of paper to engage the category. Using a
unique colored marker, each group will formulate, and record, adjectives
that they believe supports or explains the category. Once the time
expires, the groups will rotate around the room in a clockwise fashion
to proceed to the next category. Once all of the groups have offered
there inputs to each of the category stations, the class will prepare
for an open discussion.
2.The teacher posts the large sheets of paper on the board and reviews
them with the class one at a time. While briefly focusing on the words
that were selected for each category, the teacher will ask the class
questions such as, "do assumptions apply to everyone within a group?
... Do most people hold the same assumptions about a group? Why or
why not? ... Do assumptions tell us anything about a characterized
individual? ... How do assumptions affect your behavior towards others?...
Do these adjectives describe stereotypes? ... How can they be unfair
or hurtful?" (Discovery Education, n.d, para 4). The class can explore
the questions as groups or individuals; however, each student will
be required to provide their own insight to each of the questions.
3.Repeat the above processes, however, instead of exploring school
categories, break the class in five groups and have each group name
one racial or ethnic group. The teacher will hand a large sheet of
paper out to each group and they will write down the racial or ethnic
group that they selected. The teacher will add to the clock and when
directed, the groups will begin jotting down stereotypes that they
have heard of that affects the racial or ethnic group that they are
working with. Once the time expires, the groups will rotate the sheets
around the room in a clockwise fashion. The teacher will reset the
time and direct the groups to begin. This process will continue until
all of the papers have made it around to each of the groups. The teacher
will display the papers on the board and initiate a class discussion
by asking several questions such as, "How do the stereotypes recorded
by the class make you feel? ... What do you notice about the stereotypes
being listed? ... Where have you seen these stereotypes portrayed?
... How do you think a stereotype might cause someone to act unfairly
toward another person?" (Discovery Education, n.d, para 13). Again,
the class may answer as part of a team or as individuals but all of
the students are required to actively participate. |
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D. Independent Practice-
1.The students will be directed to lead a student-controlled discussion
about the ways that the media "�television, newspapers, magazines,
advertisements, and so on- utilize stereotypes and the initial reaction
that seeing such as caused within them or within the vicinity of them.
The teacher will initiate the discussion by providing an example of
how stereotypes are often used in today's media. Once the students
are aware of the example, the teacher will relinquish control of the
discussion to the students once they have acknowledged that they understand
the rules for the discussion: everyone will respect one another and
their claims, each student will be given the opportunity, and are
required, to participate in the discussion, and the class must remain
focused on the topic at hand. If the students stall out, are struggling,
or if the conversation starts veering off course then the teacher
will step in and take control of the discussion in order to guide
the students back on track. The teacher will closely monitor the students'
input in order to gauge their understanding of the concept. Once the
high-quality discussion comes to a close, the teacher will transition
the class into another activity.
2.This time, the students will review the 10 large sheets of paper
(five school categories and five racial/ethnic groups) that are displayed
on the board and they will be given a set amount of time to individually
brainstorm and write a story about a time in which they were the victim
of, or witnessed, unfair bias due to skin color, wealth, gender, age,
religion, clothing appearance, and so on (Understanding Stereotypes).
Ensure that all of the students understand what is expected of them,
have an ample amount of time to produce a quality story, and answers
the following questions within the supporting elements of their story:
"How did you know that you were being unfairly judged? "� What
words or actions were directed at you because of assumptions or stereotypes?
... Why do you think those assumptions were made about you? "� How
did the experience make you feel? "� How do you think you should have
been treated in that situation?"� (Discovery Education, n.d, para
17). Once all of the students finished the writing exercise, they
will pass their papers to the front of their rows and the teacher
will collect them in order to transition into another portion of the
activity.
3.The teacher will reorganize the students' papers and hand them back
out to the class while ensuring that none of the students will receive
their own papers. The class will then be directed to silently read
the story that they have been given and write a response to the story.
The response must include the feelings that the reader felt as they
navigated the story, identify and explain the primary dilemma that
was presented within the story, and provide recommendations that could
be implemented that would have resolved all of the issues within the
story. Once all of the students have finished this phase of the activity,
the teacher will direct the students "�one by one- to read the story
that they were given to the class and then present the responses that
they formulated. The class will provide constructive criticism to
the presenter by confirming with their responses or by offering others
resolutions to the dilemma. The process will continue until all of
the students were given the opportunity to present their story and
responses to the class. |
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E. Accommodations (Differentiated Instruction)-
1.In the event that some or all of the students struggle with the
concept of race, religion, and other key differences that makes us
all unique then the teacher can reduce the categories from five to
two by requiring the students to evaluate one domain "�gender (Discovery
Education, n.d). The students can then be broken up into groups and
conduct the aforementioned process with direct focus on the ideas,
expressions, and feelings that gender creates.
2.In the event that a mixed group of ELLs are present in the class,
the teacher must try to ensure that there are at least two peers that
have either high-intermediate or advanced/fluent English proficiencies
within each group. The teacher should implement cooperative learning
strategies within the classroom to encourage students to extensively
help one another out.
3.In the event that all of the students have a beginner level English
proficiency, the teacher should request assistance from another professional
such as a peer, paraeducator, ESL teacher, bilingual coach, or so
on well in advance prior to the lesson start date. The teacher can
divide the class into two mini classes which will then be divided
into manageable-sized groups. This will give each teacher the opportunity
to closely monitor and model each of the students more effectively.
The teacher incorporate sheltered instruction practices by incorporating
a Sheltered Instruction Observation Protocol (SIOP) model "�which
is revolves around preparation, building background, strategies, comprehensible
input, practice/application, interaction, lesson delivery, and assessment-
as well (Echevarria, 2011). |
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F. Checking for understanding-
1. The teacher will assess student performance throughout the entire
lesson by closely monitoring all discussions and activities. Informal
assessments will take place during the discussions and brainstorming
activities.
2. Formal assessments will take place during the story writing/presentation
phases and a multiple choice and fill-in-the-blank test will be administered
which will be comprised of 25 questions that stem from the material
that we covered throughout the lesson. |
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G. Closure-
1.A review of the presentations and test will be conducted and an
open discussion about the content lead. The teacher will summarize
the material, goals, and learning objectives that were covered throughout
the lesson and prepare the students for the next lesson ahead.
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7. Evaluation-
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1. Reflect upon the students' willingness to participate, enthusiasm
for adopting new ideas, feelings toward bias and discrimination, course
work, and scores. The teacher must ensure that the students are where
they should be in relation to their grade/age level and the curriculum.
If any of the students are lacking, the teacher must identify ways
of approaching the issues that may be preventing the students from
progressing.
2. Grade, review, and file all of the performanced-based notes and
formal/informal assessments in the students' portfolios. |
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8. Teacher Reflection-
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Reflect upon the overall ebb and flow of the classroom throughout
the lesson. Were there any hiccups? Did the lesson run as smooth as
could be? Was the teacher able to maximize their effectiveness throughout
the lesson? What went wrong? What went right? Which areas are in need
of improving and how can they be improved. Was the activities authentic,
culturally responsive, and of high-quality? These are some of the
questions that the teacher must ask him/herself in order for them
to constantly strive for improvement regardless of how efficient they
currently are. |
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