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.