1. Topic-
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.
2. Content-
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).
3. Goals: Aims/Outcomes-
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.
4. Objectives-

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.

5. Materials and Aids-

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
writing utensils

6. Procedures/Methods-

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____?


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.


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.


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.


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.


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.


E. Accommodations (Differentiated Instruction)-

T/W will allow the students to use pre-made sight words to help with sentence structure.

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.

G. Closure-

T/W ask the students to share how they felt about the lesson about stereotypes.
7. Evaluation-
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.
8. Teacher Reflection-
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.

This Lesson Plan is available at (www.teacherjet.com)