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Stereotyping Lesson

The lesson aims to help students gain an understanding of how their minds stereotype based on first impressions. Students will connect this concept to the theme in The Outsiders that appearances and first impressions are often unfair and misguided. Students will analyze how Ponyboy begins to overcome stereotypes of Socs in the novel and reflect on any assumptions they made during a shoe-judging activity.

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137 views

Stereotyping Lesson

The lesson aims to help students gain an understanding of how their minds stereotype based on first impressions. Students will connect this concept to the theme in The Outsiders that appearances and first impressions are often unfair and misguided. Students will analyze how Ponyboy begins to overcome stereotypes of Socs in the novel and reflect on any assumptions they made during a shoe-judging activity.

Uploaded by

api-661434263
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Goals/Pursuits (adapted from Muhammad, 2020)

Central Focus of Lesson/Intellect (R1):


The focus of this lesson is for students to gain understanding on how their minds stereotype
based on first impressions. Students will connect this concept to the theme we discuss in The
Outsiders that appearances/first impressions are often unfair and misguided.

Identity:
Students will learn about their own internal biases as well as their classmates. Students will be
critically thinking about their identity and how others may perceive them.

Skills:
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.

RL.8.2
Analyze literary text development.
a. Determine a theme of a text and analyze its development over the course of the text,
including its relationship to the characters, setting, and plot.
b. Incorporate a theme and its relationship to other story elements into an objective summary of
the text

Lesson Objectives
Content Objectives:
Students will be able to cite text evidence to support their analysis for how Ponyboy begins to
overlook stereotypes in The Outsiders

Students will be able to determine the theme by thinking of the big idea of “appearances/first
impressions.” Students will use this activity and text evidence to analyze how appearances/first
impressions form the overall theme of “Don’t judge people based on your initial first impression
of their appearance” or “We have more in common than the external stereotypes and categories
we get boxed into.”

Students will analyze the development of how Ponyboy changes his thinking from, “all Soc’s are
bad” to realizing Cherry, and therefore possibly more Soc’s, are not so different from the
Greasers.

Language Objectives (R4):

Students will be able to interpret the big idea of “appearances/first impressions” into a complex
theme relating to overcoming stereotypes.

Students will be able to analyze Ponyboys changing perspective of the Soc’s.

Key Vocabulary in Lesson (R4):


Stereotype
Bias
Lesson Considerations
Materials:
Teacher:
Print out pictures of 8 different numbered shoes and post them around the room
Print out worksheet for students to keep notes of the shoes and connection to The Outsiders
worksheet.

Student:
Bring copy of The Outsiders

Prior Academic Learning and Prerequisite Skills:


Students will need prerequisite skills in developing understanding of a theme as it relates to the
novel.
Misconceptions:
Thus far students have been identifying “Big Ideas” but will now need to relate a concept to a
big idea along with it’s implications to identify a theme.

Lesson Plan Details: Adapted from 5E Lesson Planning (Chitman-Booker & Kopp, 2013)
Write a detailed outline of your class session including the estimated time it will take to complete
each part of the lesson and what you AND the students will be doing at each point in the lesson.
Your outline should be detailed enough that another teacher could understand them well enough
to use them.
Engage: Lesson Introduction

Time: 20 What will the teacher be doing? What will the students be doing?
minutes
Teacher will be introducing the lesson Students will be walking around the room
by instructing students to walk around with their note guide and writing down
the room and make assumptions what they would assume the shoe wearers
about the type of person who would given age, occupation, status, and social
wear each shoe. class might be.

Explore: Learning Activities

Time: 20 What will the teacher be doing? What will the students be doing?
minutes
Teacher will lead group discussion for Students will be providing answers based
what assumptions were made about on what they wrote down.
each shoe wearer.
Explain: Check for Understanding

Time: 10 What will the teacher be doing? What will the students be doing?
minutes
Teacher will connect the ideas of the Students will explore the preread chapter,
learning activity with big ideas from looking for quotes that support Ponyboy
the outsiders. Teacher will direct beginning to overcome stereotypes.
students to the back of their
worksheet which prompts students to
locate text evidence of instances
where Ponyboy begins to look past
stereotypes.

Evaluate: Assessment

Time: What will the teacher be doing? What will the students be doing?

Teacher will be walking around the Students will finish the last part of the
room helping students finish up with worksheet where they will reflect on what
their quotes and guiding them to the assumptions they made during the activity
last part of the worksheet. and question if they were stereotyping
based on appearances. Students will begin
to develop their themes as they question
what this stereotyping activity had to do
with the big idea of appearances/first
impressions.

Extend:

Time: What will the teacher be doing? What will the students be doing?
Teacher will either read aloud from Students will silently read along and make
the novel or play audio book notes in their chapter tracker for significant
recording. quotes pertaining to given big ideas.

NOTE: Attach any Relevant assessments, handouts, activities, templates, slides, etc. that
are referenced and utilized in this lesson.

Lesson Plan Appendix and Commentary Section


Utilizing Knowledge about Students to Plan and Implement Effective Instruction

Building on Personal/Cultural/Community Assets (R3):


This lesson plan built on students personal assets. I know my middle school students are
obsessed with what types of shoes they all wear and was interested to see how they would
react to an activity where they make assumptions about people based on their shoes.

Grouping Strategies:
Students will be completing the gallery walk independently or with a chosen partner.

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