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Simple Lesson Plan Template

Date: November 25, 2016


Subject: Multiculturalism and Stereotypes in Canada
Author: Raelynn Falcon
Grade Level: ELA A10
Time Duration: 50 minutes
Overview of Lesson:
5-10 minutes: Begin by posing questions to the class (what is
multiculturalism? What are stereotypes? How do they relate?)
Hope is to activate prior knowledge. What do students know
about the topics?
15 minutes: Students will work alone on a handout sheet. They
will be asked about common stereotypes they have heard about
multiple ethnic groups. Where did they hear them? What are the
stereotypes? And why do you think these stereotypes exist?
Once students have a chance to fill out this chart individually
they can work on two simple questions before moving onto the
class discussion. What can we do to change these stereotypes?
Can you think of any instance where stereotypes have affected
you or someone you know?
10min: Once students have had a chance to fill out the sheet we
will move into a class discussion. I will talk about negative and
positive stereotypes and ask students if they noticed specific
groups had more of one then the other. They will not be asked
about specific groups, just why they think certain groups might
have more of a certain stereotype then other groups. Do they
think media affects how they view certain groups? Ask them if
anyone wants to share what they found.
10min: Students will have a chance to fill out an exit slip. They
will be asked to summarize if they learned anything new today
about stereotypes and where they come from. Do they feel
different about them then they did before?
Professional Growth Guide Goal(s):
1.2 ethical behaviour and the ability to work in a collaborative
manner for the good of all learners.

1.3 a commitment to social justice and the capacity to nurture an


inclusive and equitable environment for the empowerment of all
learners.
3.2 Demonstrates the ability to use a wide variety of responsive
instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as
social, intellectual, physical and spiritual beings.
4.1 the ability to incorporate First Nations, Metis, and Inuit
knowledge, content and perspective into all teaching areas

Outcomes:

CR A10.3 Listen to, interpret, draw conclusions about the ideas


and information presented in a variety of literary and
informational texts including group discussions, oral readings,
interviews, and prepared talks about a topic being studied.
CC A10.3 Use oral language to express a range of information
and ideas in formal (including a prepared talk on a familiar topic,
an oral presentation of a passage of prose or poetry, retelling a
narrative, or recounting an experience or event) and informal
(discussion and group work) situations.
Indicators:
CR A10.3
e) Engage in reflective, critical, empathetic, and appreciative
listening.
g) Listen to and interact appropriately with others (e.g., consider
others` ideas) to communicate and explore understanding,
information, ideas, and opinions.
CC A10.3
a) Participate in small- and large-group discussions, observing
the courtesies of the group discussion, and demonstrate effective
group interaction skills and strategies.
f) Support the ongoing discourse of the classroom by
contributing to the talk; listening attentively to the offerings of
others; refraining from sarcasm or insult that silences others; and
helping, when necessary, to draw others into the discussion.
Cross Curricular Competencies:
Developing Thinking
Developing Identity and Interdependence
Developing Social Responsibility
Materials:

Handout with questions on it.


Marker for the white board.

Activities and Procedures:


Overview/Agenda/Review/Introduction: This lesson is an
introduction to a new topic, host teacher will briefly wrap up the
last subject they focused on before I take over for the rest of
class and introduce them to their new topic within short-stories.
Subject Content and Teaching Strategies: The subject content
focuses on students exploring the power of both positive and
negative stereotypes and how they affect those they are about.
It will be used as an introduction method to both prose and
poetry by authors of a multicultural background. Teaching
strategies used will be: activating prior knowledge, and group
discussion.
Consolidation: Students knowledge about stereotypes is
strengthened by discussing how they are formed. I will use my
aboriginal background to reinforce that we can assume things
about people. I will also pose the question about location and
how our experience may influence stereotypes we hear and
believe.
Assessment:
Students will be informally assessed. I will pay attention for
participation and student comments. I hope to see students
actively involved, even if they are not directly speaking to me.
Reflections on the lesson:
1) How was this lesson effective/not effective?
The lesson was effective as it made the students think critically
about how we often put labels on others without thinking about
it. The students participated in all the activities and gave good
answers on the handout sheet that reflected their
comprehension of the lesson. I do not think the class discussion
was overly effective as I had a difficult time getting students to
talk. I think that with more experience I will be better at
questioning students to get good discussions going.
2) Suggestions for a future lesson of this type
In the future I think this lesson would be best done with a class I
have taught myself for a while so that they are more open during
the discussion. I also think that having more pre-made examples
for students that help the discussion without being offensive.
3) Changes made to the lesson while teaching
During the lesson things mostly stayed on track with my original
plan. The only thing that was really changed was the exit slip.
Students filled it out, and then we discussed more after.

4) What strategies could I use to reinforce this lesson?


(Ideas and/or suggestions from others)
I think a couple of follow up lessons would really help with this
lesson. I actually planned another lesson following this one to
reinforce the ideas presented in this lesson.
My mentor teacher suggested using less leading questions so
that students feel more comfortable opening up, instead of
thinking there is only one right answer.

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