Name: Morgan, Cam, Fran

Lesson Plan
Lesson Title: _Sociological Schools of Thought_ Grade: _11 University_ Date:_January 23, 2018_
Subject: _Introduction to Anthropology, Psychology, and Sociology___ Strand: _Sociology__ Location: _Lakehead__
Time: (length in minutes): _75 minutes_________

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

Students will be researching and discussing the four major schools of thought: structural functionalism, conflict
theory, symbolic interactionalism, and feminist perspective. We will discuss and formally define each of these
schools of thought, and then the students will work together to try to apply these theories to various social
concepts, such as racism, family, gender hierarchy, religion, and homophobia. Students will be divided into groups
to apply the schools of thought to these social concepts. Each group will share their ideas with the rest of the
class. After the discussion, students will be numbered into different teams (similar to a Jig Saw) for a game of
Jeopardy. Each team will have at least one student from each school of thought so that the teams are balanced.
This will assess how well the students understand each of the schools of thought.

CURRICULUM CONNECTIONS

Ontario Curricular Overall Expectations that this lesson builds towards (numbers from documents and details)

D1. Theories, Perspectives, and Methodologies: demonstrate an understanding of major theories, perspectives,
and research methods in sociology;

Ontario Curricular Specific Expectations that this lesson addresses (numbers from documents and details) selected & listed from
the Ont. Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations
that match assessment. Should coincide with Overall Expectations.

D1.2 summarize the key ideas of the major sociological schools of thought (e.g., structural functionalism, symbolic
interactionism, conflict theory, feminist perspective), and explain how they can be used to analyze social
behaviour.

Learning Goals Discuss with students: What will we be learning today? (clearly identify what students are expected to know and be able to do, in
language that students can readily understand)

Today we will learn…

● How to research and discuss the major sociological schools of thought.
● How to pick out key information about a school of thought.
● How to begin to apply the major sociological schools of thought to various social behaviours.
ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s
learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily
understand)

I can: find accurate information about the sociological schools of thought online and share it with my group / class.
I can: make connections between a school of thought and a social element / concept.
I can: show my understanding of the lesson through a game of jeopardy.

Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?

Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, check out books 1-3 for suggested strategies Instrument used to record data
Performance i.e., rubric, checklist, observation sheet,
exit card, etc. Please attach tools.
(Write, Say, Do)

● Discussion ● Observation Sheet

● Observation
● Think-Pair-Share
● Jeopardy

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* Had a basic introduction to sociology theorists and concepts.

Learning Skills/Work Habits

Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation
New Vocabulary (for word wall and/or to develop schema)
Structural functionalism, conflict theory, symbolic interactionalism, feminist theory

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of
student worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your
lesson plan where appropriate. Include any relevant web links.
● Laptop / projector
● Personal devices / cell phones for Jeopardy
● YouTube video
● Scrap paper for notes
● Writing utensils for students

Lesson – Delivery Format

Write the lesson description with enough detail that another teacher could replicate the lesson without a personal
discussion.

What Teachers Do: What Students do:

Minds on: Motivational Hook/engagement /introduction (5-15 min)

Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson

Time: ______-_______ (Indicate time breakdown of instructional elements)

● Youtube video introducing sociology ● Students will watch video, and then listen
● Introduce the topic formally, discussing how to the introduction to the lesson.
sociology is made up of multiple theories, or
schools of thought, with a primary focus on the
four major theories.
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Time: ______-_______ (Indicate time breakdown of instructional elements)

● Introduce the first activity of researching the ● Listen to instructions, and then get into 4
schools of thought – students will be put into 4 groups.
groups, with roughly 3 students per group (With
the exception of one group of 4. In this case, 2
students will double up on one of the theories).
Each group will researching one school of ● Take 10-15 minutes to research general
thought. information on their assigned school of
● Handout with instructions will be given to each thought, writing down any information that
group. seems relevant.
● Prompting questions will be displayed on the
PowerPoint. e.g. “What sociologists contributed
to this school of thought?”; “How does this
school of thought apply to society?”; “What are ● Class discussion. Each group will share
the major characteristics of this school of their findings on their school of thought.
thought?”; etc. ● Listen to formal definitions of each school
● Students will be given ~15 minutes to find of thought.
information.
● First discussion will be sharing the information ● Come up with a list of common social
the students found. We will then formalize the elements.
definitions by displaying them on the projector
and explaining what each school of thought ● Each group will think about how their
encompasses. (~10 minutes) group’s school of thought applies to each
● Ask the students to provide some social of the provided social elements, and write
elements that are common in our society and down all ideas. Students may wish to
write them on the board. divide this task up so that each group
● For the first activity, each group will be given one member focuses on one social element.
school of thought. The group will work to apply ● Within their group, students will share how
this school of thought to 4 or 5 of the social they applied the school of thought to their
elements: racism, family, gender hierarchy, social element.
religion, and homophobia (depending on the
number of students per group). Students will
write their ideas down. This should take 10-15 ● After about 10-15 minutes, students will
minutes. share their ideas with the class.
● Students will share their ideas with the rest of the
class.
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

Time: ______-_______ (Indicate time breakdown of instructional elements)

● As an assessment activity, students will play a ● Students will apply their learning in a game
game of Jeopardy focused on the schools of of jeopardy.
thought. This should take approximately 20
minutes

Extension Activities/Next Steps (where will this lesson lead to next)

· Next lesson will focus on research methods and ethics.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:

The Teacher: