Lesson Plan-Stereotypes

Goal: We will ask students to look critically at the media they consume and consider
how what they watch and read can affect them and society as a whole
Day One:
Text: Article- Stereotypes in Animated Sitcoms: Helpful or Harmful?
Objective: I can determine if a stereotype is trying to be helpful or harmful.
1)
Quick write: Can stereotypes ever be helpful, or are they always
harmful? If a stereotype can be helpful, in what context can it be helpful? If a
stereotype cannot be helpful, why not?
2) Brief discussion about students responses to the quick write
3) Read article using the Think Aloud strategy, (Daniels and Zemelman,
2004, p.# 94)
4) While reading, students are asked to underline examples of stereotypes
mentioned in the article, circle arguments for stereotypes sometimes being
helpful, box articles against stereotypes sometimes being helpful
5) Give students time to think about the guiding questions and write down
their thoughts as well as any questions they may have
Guiding Questions:
What is the authors main argument?
Do you agree with her? Why or why not?
Is the author biased? In what ways?
What would a possible rebuttal article argue?
What are some ways we can figure out if a stereotype is being used to be helpful,
instead of harmful?
6) Turn and Talk strategy (Daniels and Zemelman, 2004, p.# 134)
7) Whole Class Discussion
Students will be required to make three contributions each to the overall discussion, at
the time of the students choosing. Each instance of contribution will be tallied. To
receive a tally, the contribution must a) be directly related to the text or topic (no points
given for non-sequiturs), b) provide a new insight or opinion, c)provide evidence for an
already stated opinion, or evidence to refute a stated opinion (from text or related
media), or d)ask a question that furthers the discussion. The contributions students
provide will be built upon their answers to the guiding questions and their pair shares.
The requirements for contributions are intended to build a deeper understanding of the
topic, as well as encourage a more critical analysis of the text. In addition, the
requirements are intended to promote effective and useful discussion, keeping students
from intentionally derailing the conversation, as well as giving them a specific
understanding of what is expected from them.
8) End the discussion and the class with each pair doing a whip share to
provide one possible answer to the final guiding question

9) HW: Find an example of a stereotype from an animated sitcom. Describe

the stereotype, and tell where it is from. (show, creator, year)
In an episode of (show), created by (creator) in (year), ... is a stereotype I found.
Materials: Stereotypes in Animated Sitcoms: Helpful or Harmful? By Shannon Ridgway
(edited for length by Elizabeth J. Warpinski)
Day Two:
Text: Stereotypes in Animated Sitcoms
Objective: I can support my claim with evidence
1) Quickwrite: When looking at the stereotype you found, is your stereotypes
intention to be helpful or harmful? How do you know? Is it effective?
2) Pass out Theme graphic organizer
a) Argument: either Stereotypes are always harmful. or
Stereotypes can sometimes be helpful.
b) Evidence #1: stereotype you found
i)
use quick write for explanation
c) Evidence #2: quote from article supporting your claim
i)
I agree with this because
d) Evidence #3: quote from article disputing your claim
i)
I disagree with this because
3) Use graphic organizer to write a paragraph about each piece of evidence,
three paragraphs total.
Due at end of hour: Theme graphic organizer
HW: Finish the three paragraphs
Materials: Article and Theme graphic organizer.