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Lesson Plan Template

School Counselor: Madie Hamsley


Date: 11/5/17
Activity: “Framed”
Grade(s): 9th, 10th

ASCA Mindsets & Behaviors (Domain/Standard): Personal/Social


-A1.1 Develop positive attitude towards self as a unique and worthy person.
-A1.2 Identify values, attitudes and beliefs.
-A2.2 Respect alternative points of view.
-A2.4 Recognize, accept, respect and appreciate individual differences.
--A2.5 Recognize, accept and appreciate ethnic and cultural differences.

Learning Objective(s) (aligns with Competency):


-Students will be able to become more aware of their own biases created by perception
-Students will be able to identify stereotype, and defend at least 2 stereotypes that may have been places on them.
-Students will be able identify at least three aspects that make them unique and apart of a diverse community.
Materials:
1. Picture frame
2. Circles of My Multicultural self worksheet
3. Framed reference worksheet

Procedure:
1. Welcome students
SLIDE 1
2. Today we will be discussing all of the things that make us unique, but first I want to start with an activity.
3. Point to the picture frame and ask students
- “ What does a frame mean to you?”
- “ What is symbolic about a frame?”
- “What goes in a frame”
Counselor says: (Tells a story, picture worth a 1000 words….etc)

SLIDE 2
SLIDE 3
- Tell students: Before we engage in a discussion I want to do some self-reflection. So if you would close your
eyes and really think about all of the aspects that make you who you are.
All the things that make up who we are and how we view situations can be referred to as our
FRAME. Our FRAME is made up of values we hold, our culture and background, and our life
experiences. Life experiences include things that we choose to do, as well as things we do not have
any choice about or control over. What are some qualities about you that you have chosen to
aquire? What are some qualities about yourself that you did not chose to have but simply are apart
of you. These could be things like our culture, the neighborhood we live in, our family, religion,
values, political stance, hair or skin color, our friend group. All of these things make you who are
you.

-Have students open their eyes.

-Ask, “Now, I want you to think about what would go into your frame that tells a story about who
you are and where you come from?

SLIDE 4

-If you are feeling overwhelmed, its okay because we are complicated human beings made up of A
LOT of different characteristics and qualities. Please utilize this “Circles of my multicultural self”
map to organize your thoughts.

-Pass out worksheet

-Play acoustic music while they are working. (3 min)

-Bring group back together and say, “ now all of these things make up who you are and what makes
you unique.

SLIDE 5
-I want you to take 30 seconds to turn to your partner and compare what is similar and what is
different about each of your FRAMES.

-Now that we have learned about someone else’s FRAME, did we have similarities, did we have
differences?

-YES

-Have you ever looked a picture and made judgments about before you really knew the story behind
it?

-Have you ever done this about a person that was different from you? I know I have.

-We all have a story and we all have a FRAME made up of a many different qualities, BUT
sometimes our brains wants to put people in categories instantly after we meet them.
This can be called a what?

Slide 6

-Say definition of Stereotype

Slide 7

-Read the advantages and disadvantages of stereotypes on slide

Slide 8

Read the examples and then ask class to give examples of stereotypes.

Say, “ You don’t have to answer this, but has anyone been stereotyped against?

How did this make you feel?

-Flip your web map over and take a few minutes to answer these questions.

-Ask students,

-Does anyone want to share about a time they were proud to be associated with one of the
descriptors listed above?

-Does anyone want to share about a time when it was painful to be identified with one of the
descriptors?
-If no one answers say(it is perfectly okay to not want to share, and maybe you have not had
a negative experience with one of your word. If I were to fill this map out, I would put my name,
and in the four circles I would add German, female, Christian, and Student. A time that it was
painful to identify with one of these was last month when I went to the Holocaust museum with my
students and learned in depth about my ancestors past and how they destroyed and murdered
millions of innocent people were murdered.

-Would anyone like to state his or her inconsistent stereotype?


Slide 9

Ask students “ How could knowing about stereotypes be important at school?


1. Be more aware
2. Think before you speak
3. Defend conversations that are heading towards stereotyping someone or a group of people
4. Encourage others to do the same so more people are not stereotyped.

Slide 10

How can we practice ways to not stereotype people?


F — Figure out the facts. Not just what is apparent to you, but all the facts. Seek more information, ask questions and
listen.

R — Reflect on reality. Is it my reality or their reality? Am I looking at this through my FRAME or trying to see it
through their FRAME?

A — Acknowledge and challenge assumptions. Think about your expectations and whether they are appropriate. Are
you making assumptions based on your FRAME?

M — Maintain an open mind. Just because someone else’s FRAME differs from yours doesn’t make them wrong. What
can you learn from them? What can they learn from you? What do you have in common?

E — Expand your experiences. Explore, expose yourself, and encounter differences; expand your comfort zone;
increase your cultural competence.

Slide 10
Plan for Evaluation: How will each of the following be collected?
Process Data: I would take a tally of those who participated in the lesson and their grade.

Perception Data: I would take a pre/post survey on their views and knowledge of stereotypes before the lesson
and after. I would keep it very brief so that we could spend the majority of the time doing the lesson. Or I could
have the teacher give them the survey at a time before and after I came in that worked for them. I would include
questions such as
1. What do you know about the word stereotype?
2. How important do you think knowing about stereotypes could help you become and more productive citizen of
this community/world?
3. Do you feel like you are stereotyped at school?

Outcome Data: I would give a survey with questions regarding


1. What is your overall knowledge of a stereotype?
2. What ways do you know how to decrease stereotyping?
3. Are there positive and negative stereotypes?
4. What are examples of each?

Follow Up:

Circles of My Multicultural Self


Place your name in the center circle of the structure below. Write an important aspect of your identity in each
of the satellite circles -- an identifier or descriptor that you feel is important in defining you. This can include anything:
Asian American, female, mother, athlete, educator, Taoist, scientist, or any descriptor with which you identify.
1. Share a story about a time you were especially proud to identify with one of the
descriptors you used above.

2. Share a story about a time it was especially painful to be identified with one of
your identifiers or descriptors.

3. Name a stereotype associated with one of the groups with which you identify that
is not consistent with who you are. Fill in the following sentence:

I am (a/an) _____________________ but I am NOT (a/an)_____________________.


(So if one of my identifiers was "Christian," and I thought a stereotype was that all
Christians are radical right Republicans, my sentence would be:
I am a Christian, but I am NOT a radical rightwing Republican.

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