1. Topic-
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Ballons will serve as a conduit in a lesson where the students will
"burst" stereotypes that unfairly label individuals or groups. The
explosion of balloons helps students understand which categories of
people are unjustly. Understanding stereotypes and the effect it has
on people. |
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2. Content-
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Stereotypes,tolerance,fairness,violence,culture,cultural, prejudice,
understanding,racism, generalize, opinion, self-esteem race, judgment,
Asian, Mexican, Hispanic, Native Americans, multicultural, homophobia,
homosexual, assumption, assume, generalize, opinion, (Hopkins, 2012). |
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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.
4. To make clear the notion of stereotyping and remove it from the
classroom. |
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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.
5. At the end of the lesson, students will understand the term
stereotype.
6. create stereotypes while interacting with classmates.
7. communicate on whether or not the stereotypes are unbiased.
8. express the information they gained based on this lesson.
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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
24 balloons of different colors
24 small pieces of paper)
crayons or markers
pin
writing utensils
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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____?
Post:
1. Two columns will be drawn on the board with woman written on
one side and man written on the other.
2. Have each student create the same columns using paper.
3. Students will write down descriptive words of a man and woman
under the appropriate column.
The class is going to discuss the theory of stereotypes, think
about the consequences to said stereotypes, and analyze how to rid
the classroom of the stereotypes.
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B. Development-
The first process of this lesson would be to ensure that students
understand the concept of stereotyping
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.
6. With chalk, write different words that describe a man and a woman
that are going to be collected from the students.
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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.
Post
1. Students will work with classmates in a group activity, where
they have to talk to each other about characteristics of men and
women.
2. During this time, students will be questioned about stereotype
and its definition.
3. Once this is completed, students interacting with their classmates
again, and express examples of stereotypes.
4. Using small pieces of paper, every student has to note one stereotype.
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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.
4. Every student is asked one at a time to say the stereotype that
they wrote.
5. Depending on the use of a board, with the piece of paper that
has the stereotype noted, students have to go up to the board and
attached the paper to the board next to a balloon.
6. If students state that the stereotype is discredited, then a
balloon is to be exploded with a pin.
7. If a board is not used, then students will say the stereotype
and not attach the piece of paper to anything and explode the balloon
by holding it.
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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. Students
will compose a piece of writing that illustrates what students gained
from the lesson. They have to include key vocabulary words.
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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. See if you can observe
the class asking questions to each other, pertaining to culture and
the stereotypes that each culture hold. I find this to be great practice
for the students, to learn each other's culture, to learn mutual respect,
to appreciate differences, and to remove stereotyping from the classroom. |
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