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MANCHESTER COLLEGEDepartment of EducationLESSON PLAN BY: Alina BigJohnyLESSON: Eliminating Stereotypes, introduced by The Scarlet LetterLENGTH: 50 minutesAGE OR GRADE INTENDED: 10th grade (any high school grade would work)Prerequisite: Students need to have read The Scarlet Letter by Nathaniel Hawthorne. If the students (or at least some) have seen the movie Easy A, this will be helpful. In my class, students were given extra credit to watch Easy A (an adaptation of the novel) after we read the novel and then write a short review of it. Standard(s): English 10.2.5: Make reasonable statements and draw conclusions about a text, supporting them with accurate examplesHealth and Wellness G912.4: Effective communication enhances personal, family, and community health. This standard focuses on how responsible individuals use verbal and non-verbal skills to develop and maintain healthy personal relationships. The ability to organize and to convey information and feelings is the basis for strengthening interpersonal interactions and reducing or avoiding conflict. Students demonstrate refusal, negotiation and collaboration skills to enhance health and avoid or reduce health risks. Students organize and convey information and feelings for strengthening interpersonal interactions and reduce or avoid conflict. They access resources to enhance the health of self and/or othersPerformance Objective:Tenth grade students will analyze the stereotypes presented in The Scarlet Letter and completely fill out the three questions on the handout regarding stereotypes in the novel. They will then realize stereotypes in their everyday lives by pondering critical thinking questions, and then destroy these stereotypes by literal destruction of the paper. They will They will be required to write four identity groups, at least two stereotypes of each of those groups, and at least two ways to fight stereotypes. Assessment: Students will fill out handouts analyzing stereotypes presented in The Scarlet Letter. Students will identify four of their own identity groups and then work in groups to list at least two stereotypes for these groups, brainstorm how to overcome them, and then tear the papers into pieces as a way to symbolize getting rid of stereotypes.Advanced Preparation by Teacher:_ Make sure computer/projector is enable_ Make Scarlet Letter Stereotype copies_ Make Stereotypes article copiesProcedure:Introduction/ Motivation: (8 minutes)Once the students are seated, play the Easy A YouTube clip. (Gardner: Visual-Spatial) start at 0:38- 2:59. (If lesson is done in later years, a clip from the actual movie could be shown.)In a sentence or two, can someone summarize this movie? (Blooms II: Comprehension)Can anyone explain what is happening to Olive during the course of this movie or even this clip? (Try to get students to come to the point that through gossip, rumors, and untruths, she is being judged/stereotyped.) (Blooms IV: Analysis) How was Hester Prynne’s plight similar? (She was stereotyped for life because of the A that she was forced to wear.) What are the problems with stereotypes? (Multitudes of answers--- they are wrong, inaccurate, biased, unfair). Today, we are going to analyze Hester’s situation and let the misconceptions about her lead us into talks about stereotypes in our own lives and how we can beat them. Step-by-Step Plan: Scarlet Letter Stereotypes ( 12 minutes)Explain to students that we are going to do “jigsaw” group work. (Gardner: Interpersonal)Put students into groups of three. Once in groups, tell them to choose who will be 1, 2, and 3. Hand out Scarlet Letter Stereotypes sheet. Re-separate groups according to their number: 1,2, or 3. Those groups will work together to answer the corresponding number on the handout. You have five minutes to find the best answers possible. Go back to original groups and each person must share their answers. Quickly go over each question, allowing students to share their answers. Make sure students know that it is ok to have varied answers. Do any of you notice stereotypes in your everyday lives? (Allow for many answers.)The problem with this is that we know that they are there, but sometime we do not even notice when we are stereotyping someone because it is so meshed into our minds. Article & Personal Identity Groups (10 minutes)On your own, I want you all to read this article. Feel free to write comments and opinions on it. (Gardner: Intrapersonal)Once you are done, I want you to get out a piece of paper and write down 3-5 identity groups that you belong to. Some examples could be: teenager, Caucasian, grocery store worker, older brother, etc. When you are done with both, sit quietly until everyone is done. Handout article. Reading time. (5 minutes)How did this article make you feel? (Blooms VI: Evaluation)Finding everyday stereotypes (15 minutes)In your original groups of three, we are going to brainstorm some ideas. (Gardner: Interpersonal, Verbal-Linguistic)There are a few things I want you to do in your groups. First, I want you to go around and tell your identity groups. I want you to work together to find at least two possible stereotypes for the groups that you belong to. For example: Teenagers are often seen as lazy or energetic. Stereotypes can be positive too! They do not have to be qualities that you personally possess; that is the problem with stereotypes, they are not true for everyone!Then, I want you to talk with your group members about how these stereotypes make you feel and find at least two ways that you can fight these stereotypes. We will discuss these things as a group, so each member should be prepared to give answers. (As students work, walk around to make sure that groups are on track and also that each student is writing answers down. Because of the “closure” activity, they will not be turning anything in so you need to ensure that they did the work.)Write these directions on the board: (Gardner: Visual-Spatial)Tell your identity groups (at least four).List possible stereotypes for your identity groups- negative or positive (at least two). Ways to fight stereotypes (at least two). What are some ways that your group thought of to fight stereotypes? (Let several students answer. If volunteers are scarce, call a number (1,2, or 3 from earlier group work) and have that number student in each group speak.)Closure: (5 minutes)Stereotypes can be very harmful to people, to relationships, to life. You do not want to judge people before you know them, because as we all know, everyone is different. After analyzing stereotypes and figuring out how easy it is for them to be wrong, how do you feel about them?I want everyone to stand up with his or her paper of stereotypes. Now, tear that paper to pieces!Why do you think I had you all tear the papers? (To symbolize eliminating stereotypes.) (Blooms IV: Analysis)How did tearing those papers make you feel? Stereotypes do not have to be a part of our lives. All you have to do is to let them go and not think that way about certain groups of people. What could you do when you hear someone stereotype against someone else?If we work together to try to eliminate these stereotypes then our school will be a healthier, happier place. Adaptations/ Enrichment:ADHD: This lesson naturally involves three different activities so this will keep this student from wandering off in his mind as much. During reading time, I will use proximity to this student to ensure that he is reading. The article is very short, so this should help. During group work, I will pay close attention to his paper to make sure that he is actively participating in the discussion. I will also choose his group members wisely as a way to make sure that he is not paired with other students whose minds tend to wander. Intellectual Disability: It is important to monitor peer relationships with students who have ID. I will make sure that I choose this student’s group wisely to make sure that her classmates are encouraging, will allow her input, and not put her down. For the article, I will pair her with one of my higher ability, understanding students, who will summarize each paragraph for her. They will work together during this time. For the jigsaw group work, I will put her in a group of four so that two people from her group will go to the “master” groups. This will allow her to still be a part of the process but also have another group member there for backup as far as relaying the message. Emotional Disturbance: ED students often need positive reassurance and solid relationships. I will choose this student’s group according to whom he meshes well with. I will also make sure to praise and encourage this student each time he answers a question. Sometimes ED students do not work well with others. If this student prefers to work alone, I will allow him to for this lesson. Learning Disability: If reading is a problem, I will allow this student to have a partner during the article reading time. I will choose a partner who is responsible and likes to help. If an aide is available, I will tell her ahead of time the way in which I want the lesson to go so that she can make sure to point out the main points of the article that will help him understand what we are talking about. Self-Reflection: Did the students seem to make the connection between the novel and their own lives? Did the students really think hard about how stereotypes affect their everyday lives? Did the students grasp the significance of eliminating stereotypes? How did the students respond to tearing up the papers? Did the students read the articles on their own well? What did the students seem most excited about with this lesson? If I were to teach this lesson again, what would I change? Effects of Stereotyping TeenagersPosted: Wednesday, March 22, 2006by HYPERLINK "" \o "Read: Effects of Stereotyping Teenagers" Steve PooleI recently attended a High School class that solidified my hypothesis about the negative effects of teenage stereotyping. I was visiting with a group of junior girls who were describing the numerous times that they had consumed illegal drugs and alcohol. I knew these descriptions to be true from personal information so I could not refrain from asking why they would participate in such life-threatening activities. One girl replied, "That's what being a teenager is all about. Trying new things, experimenting with your body, and stuff." I was shocked by the answer. The girl's excuse for doing drugs and alcohol was simply being a teenager.The underlying problem that surrounds the teenage years is endlessly debatable. What is it about that portion of life that is the cause of such complication and hardship? I'll tell you. Stereotyping—the attachment of oversimplified and standardized images to a group of people. Stereotyping is a chiefly responsible factor for difficulties of the teenage years. This is true in innumerable instances, as it has come to the point where teenagers believe the negative attributions themselves. The question is then: when does it stop? …Associating such ideas with teenagers deeply influences the way they feel about themselves. That includes the way adults treat them simply because they are among the ranks of so-called "out-of-control teens." To Canada Teen's Magazine, one teenager said, "An important issue is how adults treat me just because I'm a teenager. Sure there are bad ones out there but I'm not one of them. It doesn't just hurt but it's disrespectful when security figures follow me around like I'm some kind of loser or criminal." …Studies reveal that the very perception of teenagers has altered over the years. One FrameWorks Institute nationwide survey showed: "Only about one in six adults said young people today share their ethical values, such as honesty and hard work. The reality is that, when youth are polled, large majorities of them rate highly the very traits adults value." Ironically, even with this as a new source of pressure, the teenagers in present generations have been doing much better in surveys than in the past. Youth Risk Behavior Survey, a section of Centers for Disease Control revealed violence, pregnancy, and sex rates among youth have dropped significantly over the years. In addition, a higher percentage of High School students are graduating than 10 years ago. Still, stereotypes continue. Stereotypes are only as true as we decide to make them. This is not an impossibility but it requires effort from both parties. If we make the effort, soon we will see a difference. Chinese philosopher Lao Tzu said, "If you do not change direction, you may end up where you are heading." Basically, as long as we furnish the unjustifiable ideas associated with stereotypes then we can expect nothing more than stereotypical behaviors. : ______________________________The Scarlet Letter’s StereotypesWhat are some stereotypes that Hester Prynne faces in the novel? Can you find any other stereotypes seen in the novel? (Use character names, detailed examples, and page numbers, if possible.)What are the effects of stereotypes in this novel?What does Hester or the other characters do to overcome these stereotypes? ................
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