Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Nicole Hellinga

Date 11/1/2018 Subject/ Topic/ Theme The Outsiders – S.E. Hinton / Stereotyping Grade ___Freshman (9th)_______

I. Objectives
How does this lesson connect to the unit plan?
This lesson introduces the overarching theme and topic of this unit: stereotyping. Through this lesson, students will learn what stereotyping is and be introduced to
The Outsiders. Since it is about digital research, they will also be working on improving their digital media skills and research abilities.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Define what a stereotype is R
 Analyze what stereotypes affect them
 Understand the disadvantages and advantages of stereotypes
 Complete digital research on an assigned topic An
 Collaborate and share ideas with a partner to complete the assigned task
U
U, Ap, An
Ap, Ev X
Common Core standards (or GLCEs if not available in Common Core) addressed:
 Writing Standards for Grades 9-10:
 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
 7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or
solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.

 8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment activities
(applicable to this lesson)
 How to use Edmodo
 How to use Google Docs
 Since this is the first lesson in a new unit, not much prerequisite knowledge on the
material is needed
Pre-assessment (for learning):
 Asking students what they know about stereotypes at the beginning of class and
discussing their responses
Formative (for learning):
 Reading the article together, discussing, and taking notes on it
Formative (as learning):
 Researching their own article to respond to and talk about
Summative (of learning):
 There is no summative assessment for this lesson (a test will be given at the end of the
unit)
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression

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What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
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Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
 Self-assessment and self-
regulation: students will
be tasked with
completing an
assignment in a given
time period, and must
collaborate with partners
to understand the
material
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
 Collaboration: they are
working with other
students to complete
the work, and the
teacher will be
checking in with
students
 Challenge: this is a
new unit on a subject
they have not
discussed before, and
they will be
researching this topic
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
 Choice: they can
choose what article
they would like to do
their research on
 Relevance/value:
stereotyping is an
important topic, and
one that will be
surrounding them for
their entire lives
 Minimize threats:
Students will be
graded for completion
and following the
guidelines of the
assignment, and while
they will be given
feedback on what they
researched and worked
on, they will not be
“punished” if they
missed the meaning of
something
Provide options for
comprehension- activate, apply
& highlight
 They will be able to
discuss, read along,
listen, collaborate
with partners, type,
and do their own
research
Provide options for language, Provide options for expression and
mathematical expressions, and communication- increase medium
symbols- clarify & connect
language
 They will be able to
read along, listen,
and do their own
research
Provide options for perception-
making information perceptible
 The teacher will be
checking in with
each student/student
pair, and students can
collaborate together
to make the
information
understandable
Provide options for executive
functions- coordinate short &
long-term goals, monitor
progress, and modify strategies
 Short-term goals: read
articles, complete
worksheet, work with
partner, understand what
a stereotype is
 Long-term goals:
understand and analyze
how stereotypes affect
us, the dangers of
stereotypes, and how we
can take a stand against
stereotypes
of expression
 Expression and
communication:
discussing in large
groups, discussing
with partners,
discussing with the
teacher, typing, and
researching,
Provide options for physical
action- increase options for
interaction
 N/A
  Chromebooks
Materials-what materials
 Chromebook charger
(books, handouts, etc) do you
need for this lesson and are  Worksheet posted on Edmodo
they ready to use?

 Typical classroom set up: half of desks on one side of the room facing the desks on the
other side of the room.
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3  Have the students take out their  Take out Chromebooks
minutes Motivation Chromebooks. If a student forgot theirs,
(opening/ let them work with a partner.
introduction/  Have the students open up the “Digital  Open up the “digital research”
engagement) Research” worksheet that has been worksheet on Edmodo
posted on Edmodo—they all have access
to it from this site.
 Tell them to copy and paste the  Copy and paste the information from
worksheet onto a new Google Docs this worksheet onto a Google Doc
document. This will allow them to share
it with you (the teacher) at the end of the
period.

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  Introduce the activity:
 Today, the class is starting their new unit  Listen
on “stereotypes” and how they affect our
world, how they affect us, and how they
affect those we know. Since many
students may not fully know what a
stereotype is, we will be working
together on the first section of this
worksheet, and then they will be working
in pairs for the rest of the worksheet.

 Ask them these questions, and discuss:

 Have any of you ever heard of a  Discuss with the class and participate in
stereotype before? What is it? class discussion
 What stereotypes have you seen in your
own life or the lives of those close to
you?

 Open up the first link from the worksheet

onto the projector and read the beginning
of the article to the students. Read  Listen and read along with the article
through the “definition” section and the
“Racial Stereotypes” section, but stop
reading once the “Katz and Braly”
section is reached (it is not helpful for
our activity)
 While reading this, have the students
close their Chromebooks and read along
on the screen. This takes away the
Development distraction and temptation of looking at
(the largest other websites while the teacher is
component or reading and discussing with them. They
main body of will be able to open their Chromebooks
the lesson) to answer the questions and have the link
to look at the article on their own, so
they will have opportunities to look at
this article on their own devices, in case
it is hard for them to pay attention when
it is on the projector.
 While reading, stop at these certain
sections and discuss with the class:  Discuss with the class and participate in
 1. Read the definition of a stereotype class discussion
twice. Then, ask if this definition is
different than what they were thinking at
the beginning of class. What does this
definition, by itself, say about
stereotypes they hadn’t thought before?
 2. Read through the “advantages” and
“disadvantages” section. Then, ask them
if they can think of any other stereotypes
that may have “advantages,” and any that
may have “disadvantages.”
 3. Read through the rest of the
“definition” section of the article, and
then pause before going onto the “Racial
Stereotypes” section. This doesn’t have
to be a question, but instead emphasize
this point to students: just because there
are some specific stereotypes that may be
positive, and there are some advantages
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15-17
minutes:
Go
through
the first
article
together
20-25
minutes:
Digital
Research
with
groups

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 images we hold of people.

 Then, move onto the “Racial

Stereotypes” section of the article. Read
through this with the students as well.
 1. After the second paragraph, pause.  Discuss with the class and participate in
Ask the students to repeat back to you class discussion
when the Katz and Braly study was
published. 1933! And many of the
stereotypes that they found back in 1933,
sadly, are still around in our culture
today. Let’s keep reading.
 2. After reading this article, what are
your first impressions? Your first
thoughts?
 3. Why do you think it is important for
us to be aware of stereotypes and how
they affect the lives of people around us?

 Now, have the students open back up

their Chromebooks and go to the Google
Doc they just created. Then, have the
students partner up (there may need to be
one group of three). Have all students  Open up Chromebooks to the Google
answer the questions about the first Doc created earlier
article, but have 1/3 of the class look at  Read assigned website with partners
the first article, 1/3 look at the second  Answer questions for the worksheet
article, and the last 1/3 look at the third  Research and find their own article
article. Although they are in partners, online with their partner, then answer
have every student type answers on their the questions on the worksheet about
own Google Doc. This ensures that each this website/article.
student is paying attention and working
with the materials.
 Introduce the activity: Tell them that
each of these articles deal with
stereotypes that other countries have of
Americans and American students, and
after reading the articles, answer the
questions on their Google Doc.
 While students are working on their
articles, check in with groups to see if
they are understanding the material, and
if they have any questions.
 Have each student share their Google
Doc with the teacher when they are
completed/when it is the end of the
period.

2 Closure  Make sure all students have shared their  Share document
minutes (conclusion, Google Docs with the teacher before  Pack up belongings
culmination, leaving for the day.  Listen
wrap-up)  Then, inform students that this week we
will be beginning The Outsiders, which

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 is a novel that focuses heavily on how
stereotypes affect us and our lives.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

I did not have a chance to actually teach this lesson, but I wish I had! While teaching my unit, stereotyping was the overarching
focus, but my mentor teacher taught the first lesson on Monday, when I was not in class, so I am not completely sure how it went.
However, since we did not do a lot with media or digital research while reading the novel, I think it is important to start the unit by
showing students how much research on topics such as this are available online, and how much we can learn and expand our
worldviews through looking and researching online.

While preparing the lesson, I decided to do some of the initial research for the students, since stereotyping is a very heavy,
controversial topic, and I did not want them to begin research before learning the basic definition and be introduced to it as a class
first. By going through the first article, which defines a stereotype and names some of the advantages/disadvantages, the students will
learn the theory behind stereotypes and what they are from a pretty neutral, factual article. Then, by having the students work
together on an article that addresses stereotypes that Western Europeans have about Americans and American students, they will be
able to view stereotypes that could possibly affect their life, but still in a non-threatening or controversial way. The stereotypes in the
articles are ones that the students may have heard before, and some have a bit of humor in them (ex: one stereotype is that Americans
take prom very seriously, and will even pay hundreds for a dress!!).

Lastly, by having them research their own article about either high school stereotypes or stereotypes between social classes, they will
be doing research on stereotypes that are relevant to The Outsiders, and will also be learning how to do digital research using their
Chromebooks. By having the article be at least 5 paragraphs long, they will have to do some searching, since often the “clickbait”
type articles are only 3-4 paragraphs long.

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