LESSON PLAN



LESSON PLAN

Topic: Stereotypes (TND –Towards no Drug Abuse- Session #2)

Name: Jolene Kuebler

Class: Health

Grade Level: 9-12

Major Concepts:

Stereotypes can cause teens to be more at risk for substance abuse because they fall into a self-fulfilling prophecy.

Performance Objective / Content Standards:

Students will learn that stereotypes are untrue and they should not believe what other people say about teens and drugs.

Health Standard #5: Alcohol, Tobacco and other drugs

Goals:

Specific to Lesson:

-Students will learn that the stereotypes they hear are untrue and they shouldn’t fall into these self-fulfilling prophecies about teenagers and their overuse of drugs. Are there true stereotypes?

Specific to Unit:

-Students will know the short-term and long-term effects of drug use/abuse (Addressed in previous lessons)

Broad Subject:

-Students will understand the harmful effects of drug and alcohol use. (Addressed in previous lessons)

Long-term goals:

-Work cooperatively with others

-Learners will learn with desire.

-Students will take initiative as learners.

-Students will think critically.

-Students will value their classmates even if they learn differently from them.

-Students will ignore stereotypes and learn to think for themselves and form their own opinions.

I like the way you have laid out all of the goals for the unit.

Materials and Equipment:

TND workbooks

Teacher TND book

TND game board and game pieces

Overhead projector

LCD projector

Teacher laptop

Outline of Lesson:

1. Warm-up: Play the TND game, review from session 1 (12 min.)

2. Handout workbooks (class set) and have students take out a piece of paper for Cornell notes.

3. Ask students to give me the definition of STEREOTYPE. (3 min.) Instead of asking students for the definition, could you have a class discussion/brainstorm of what a stereotype is?

4. Write the word STEREOTPYE and it’s definition on the board and have students copy it onto their Cornell notes sheet (the Frayer model vocabulary sheet would be useful but I believe it would waste too much paper considering the number of words they will be learning over the course of this curriculum.) Based on the class discussion, come to an agreement on what the definition of stereotype is and have students copy that in their notes.

5. Ask students to give an example of a STEREOTYPE. (I.E. Blondes are dumb.)

6. Tell students that when people stereotype other people they make assumptions that aren’t true. Rather than “tell” students, could you “ask” students what they think is happening when a person makes a stereotypical remark. Perhaps ask students what effect a stereotype would have on a person.

7. Activity: Pass out character sheets (double-sided) (5 min.)

a. Students will place a check mark next to the characteristics (Character List #1) that they think others (teachers, younger youth, other adults, and people in general) would use to describe high school students.

b. Students will now complete Character List #2 but they will place check marks next to the descriptions they think best describe themselves. (* I will read the characteristics out loud and explain each one for those students that don’t understand what they mean)

8. Instruction: (10 min.) Students will now answer the following questions as they are called upon by the teacher.

a. What are some of the stereotypes other people have about high school students?

b. Do you agree with or believe any of these stereotypes others have of you? Why or why not?

c. In what ways do you stereotype other people?

d. How does stereotyping harm people?

e. What are some common stereotypes people have about the following groups? Men, women, politicians, police. Could you possibly identify ask students if there are any positive aspects of stereotyping?

9. Explain that sometimes people can be victims of their own stereotyping.

10. Ask students to define SELF-FULFILLING PROPHECY. Write definition on board and have students copy it onto their Cornell notes.

11. Give an example of self-fulfilling prophecy( “you’re clumsy” and then you drop your stuff. Could you ask students to generate examples rather than give them an example?

12. Tell students that perceived drug use is one way people label or stereotype others. Could you ask students this as a question, rather than make a statement? Then perhaps you might be able to generate a class discussion.

13. Activity: (7 min.)

a. Students will turn to page 9 in the workbook

b. Explain to the students that this prevalence data is from a student/staff survey that shows overestimates of drug use and actual use. Based on surveys and one-on-one interviews of over 10,000 high school students from 80 schools.

c. Review prevalence data with students.

14. Ask students why they may have overestimated their own drug use.

15. Discuss possible reasons for overestimation of drug use (5 min.)

a. We may use or have friends that use and it may seem like everyone does

b. If or when we see people use drugs, the event sticks out in our minds and this makes us overestimate high school prevalence.

c. We may have heard these stereotypes and started to believe them.

16. Have students discuss in pairs the following questions( displayed on overhead (walk around to monitor discussion) (5 min.)

a. What is the harm in believing stereotypes that attack you?

b. What could be done to promote a positive image of high school students?

17. Tell students that one way of contributing to a positive image of a high school student is by refusing to believe things that aren’t true. In other words, one can choose to not buy into the negative stereotypes.

18. Tell the class the other stereotypes they may have heard. Ask students for other stereotypes they may have heard about high school students, or ask if they have heard the ones you are going to list.

a. High school students today have no goals in life

b. High school students don’t intend to go to college

c. High school students plan to just “hang out” after graduation

19. Explain how these statistics are false because according to interviews with staff and students over the past 10 years- 40% of students plan to attend college. Approximately 70% will be employed soon after graduation. Also, the college survey I conducted in class came back with 97% of my students wanting to go to college with 3% wanting to learn a trade.

20. Ask students to answer the following:

a. “How could believing the stereotypes (high school students just plan to hang out and have no goals) result in a negative self-fulfilling prophecy?

b. How can one benefit by knowing the truth that high school youth, in general, are hard working and trying to better themselves?

c. How does knowing the facts about any person or situation enable one to make better choices?

21. Review the terms:

a. Stereotypes

b. Self-fulfilling prophecy

22. Play TND game.

23.Collect workbooks

Next day follow-up:

1. Play TND game- review

2. Check that students have their Cornell notes out on their desk with a pen or pencil

References:

TND= Towards No Drug Abuse- mandated curriculum (11 lessons)

Jolene.... sounds like a great start. I am curious to know the make-up of students in your class to see if there are additional ways to help differentiate the instruction. It seems like you have a variety of activities and instructional lectures planned. One of the main suggestions I have for you is to try to solicit information from students rather than tell them. This would be a great way to take them to a higher level of thinking as well as an opportunity to generate class discussion based on what interests the students.

The game also sounds like a great way to motivate and engage students in learning.

Are you going to give any kind of homework assignment to help reinforce these concepts outside of class? I was thinking about some kind of art project, perhaps illustrate a stereotype, or find a stereotype on TV, etc.

Good luck with the lesson. Can’t wait to see your video!

See you Wednesday,

Andi

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