This 50 min. lesson (with one homework activity) teaches 11th & 12th grade students about the effects of personal and community prejudice and stereotypes.
Key vocab: stereotypes, prejudice, attitude, negative behavior, discrimination (tesconnect, n.d.).
1."Understand that people have negative attitudes and what is meant by prejudice and stereotypes" (tesconnect, n.d.).
2."Be able to recognize my own and others' stereotypical and prejudiced attitudes" (tesconnect).
3."Be aware of the negative consequences of prejudice and stereotypes" (tesconnnect).
1.Students will understand and be able to use the vocabulary words appropriately.
2.Students will understand how prejudice and stereotypes affect the way people are viewed and treated.
3.Students will be able to discuss their own prejudices and stereotypes with candor.
Lesson 5: Negative Attitudes from The Equality and Human Rights Commission, including teacher notes, attached video, PowerPoint presentation, and worksheets (tesconnect, n.d.); also pictures from Study.com lesson on Stereotypes (2003-2015), Billy Elliot movie clip (MovieClips, 2011),laptop, projector, screen, copies of activity worksheets, and personal timer.
1."Choose Your Apprentice!" activity from Lesson 5 (tesconnect, n.d.).
2.Show pictures from Study.com lesson (2003-2015).
3. Elicit background information of teens experiences with prejudice and stereotypes.
1. Begin with "Main Option 1: Gender stereotypes" (tesconnect, n.d.). Show PowerPoint pictures of Billy Elliot and discuss students' feelings and gender stereotypes.
2. Next, do "Main Option 2: Labeling teenagers" activity (tesconnect). Discuss labeling and allow students to play-act stereotypes.
3. Complete "Main Option 3: Challenging Stereotypes," discuss feelings and what is right/wrong or fair/unfair. Show video from lesson and discuss stereotypes in the video.
2. Have each group discuss the role-play and stereotypes and whether or not it is the same in their school.
Have students choose two options from the list of nine "Extension" activities (tesconnect, n.d.). Provide rubrics for the activity and allow the students to decide how they will show their understanding (poetry, speech, essay, detailed poster). Due at the end of the week.
1. Pair up ELL with native English-speaking students for all discussions.
2. Provide scaffolding through gestures and additional vocabulary/picture cards.
3.Pre-teach subject in ELL reading group by showing presentation to this group only so that they have two viewing before class activities.
1. Monitor all discussions; look for understanding in facial expressions and body language. Ask lots of questions. Elicit feelings and information.
2. Independent Practice activity will provide final assessment.
3. Provide students with feedback sheet on entire lesson: discussion ideas and interactions, role-play interaction, and final project.
1. At the end of the week, after all the projects have been reviewed, have a brief discussion about the definition of the vocabulary words. Ask students how they feel or view things differently now.
2. To end the lesson, show the clip of Billy Elliot trying to learn ballet (MovieClips, 2011).
Compare students' attitudes at the beginning of the lesson compared to the final discussion when they discuss any changes they notice about prejudice and stereotypes.