Lesson Title/Focus SUNDAY AT THE PARK Course ENG 20-1

Time 8:00 - 10:50 (160mins)

PROGRAM OF STUDY OUTCOMES

1.2.1 Consider new perspectives

b. compare own ideas, perspectives and interpretations with those of others, through a variety of means, to expand perceptions and
understandings when exploring and responding to texts
2.1.1 Discern and analyze context
Describe the text creators purpose, and analyze the target audience.
Describe how societal forces can influence the production of texts

LEARNING OBJECTIVES

At the end of the lesson students will be able to:

PREPARATION AND LOGISTICAL CONSIDERATIONS

http://www.discoveryeducation.ca/teachers/free-lesson-plans/understanding-stereotypes.cfm

PROCEDURE

Introduction Time

Welcome the students to class 10 min

Complete attendance
Morning prayer
Announcements
Daily pun/joke

Body Time

STEREOTYPE - Begin by discussing with students how people often use labels or categories to
HOOK describe others and how these labels can be based on such characteristics as
clothing, looks, the way a person talks, or the groups to which he or she belongs.
- Explain that categorizing things or people is a natural human inclination;
however, people often make assumptions about groups of people they
don't even know.
- LABEL a label to an individual or else putting someone in a category
- STEREOTYPE generalization of a group of people. This can be based
on a prior assumption of a group from which the individual build a
simplified outlook to that particular group.
-
- Ask the class to brainstorm categories that are used at school to group people.
- Categories could include labels such as "jocks" or "brains." Write each
category the class generates onto the board and then have students
 narrow that list down to five major categories.

- Write these major categories onto five separate pieces of flipchart paper and post
these around the room.
- Give the class 10-15 minutes to travel to each posted sheet and write
down adjectives related to the category headings.
- Remind students that they should only add new descriptions to the list.

- When they are finished, ask students to take a moment and look at the adjectives
that the class has generated under each group heading. Use the following
questions to lead a discussion about what they recorded:
- Do assumptions apply to everyone in a group?
- Do most people hold the same assumptions about a group? Why
or why not?
- Do assumptions tell us anything definite about a categorized
individual?
- How do assumptions affect your behavior toward others?
- Now ask students to help define the word "stereotype."
- Explain that when we make assumptions about an entire group of people,
those assumptions are referred to as stereotypes.
- When assumptions and stereotypes influence our attitudes, we may find
that making a fair judgement about someone or something is difficult. This
influence on judgement is called a "bias."

- Ask the students to keep these things in mind when we are reading the next short
story

READ + POST READ Sunday at the Park

READ Emphasize the descriptions of each character
The wife, Morton, the son, Joe & Joes father
Give each member of the group a different character to focus on, this will
transform into a jigsaw later on

After reading, give the students a few moments to fill in their chart about the characters
Then have them share with their group everyone should have a filled in chart
Transform this into a larger group discussion
What stereotypes are present
Morton nerdy
Wife typical, earns for the perfect life, expectations of
husband
Joes father redneck
The children reflections of their parents

CONFLICT Ask what type of conflict is present

Jokingly state, is that a fight outside?!

And see how fast students turn to look
It is a natural human instincts we LOVE conflict, whether it be good or bad
Can conflict be good and bad?
How many people know someone who claims to HATE drama, yet oddly enough,
they are always surrounded by drama (Joke, I was in HS not long ago..)

FIGHT VS. Show students this video

FLIGHT https://www.youtube.com/watch?v=jEHwB1PG_-Q

give students unsettling scenario's what is first reaction

EXTRA Have the students find a lit. term that relates to the story, and state why w/ direct 30 min
examples
 Example; the two dad could be an example of a juxtaposition. Opposite

Have a debate on whether the women was in the right to expect her husband to
stand up for her and their son in a physical manor
Have students arrange themselves in a line, from super yes to super no,
the students must discuss among each other why they deserve to be
where they are
What does this show us about stereotypes? The helpless women - relying
on her husband, etc.

Conclusion Time

5mins
ASK the students how this story connects to fear?

Assessment

STEREOTYPE CHART F
JIGSAW F