CULesson5

media type="custom" key="24186640"


 * LESSON:** Analyzing Stereotypes and Identity
 * TIME LENGTH:** 50 minutes
 * PA COMMON CORE STANDARDS:**
 * 1) **CCSS.ELA-Literacy.RL.9-10.**2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * 2) **CCSS.ELA-Literacy.RL.9-10.3** Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * 3) **CCSS.ELA-Literacy.RL.9-10.7** Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.
 * OBJECTIVES:**
 * 1) Students will analyze YouTube clips in order to identify stereotypes and discuss their roles and affects in high school settings and in society as a whole.
 * 2) Students will do a character analysis of that specific character's stereotype and present how it plays a role in the development of the character, how it affects him/her, how they are limited or released by their stereotype, and how the character uses it in his/her life in order to illuminate how these labels influence identity and relationships.
 * 3) Students will discuss the theme of stereotypes in //The Perks of Being a Wallflower// in order to discuss how it relates to other themes, such as identity, and how it impacts plot and character development.
 * MOTIVATIONAL DEVICE:**
 * Students will watch two clips from //Mean Girls// and //Batman// that exemplify stereotypes in high school: [] (15-1:15) & []. After watching the clips, students will discuss how they illustrate stereotypes and how these labels affect people's emotions, actions, thought process, etc. Students will then list types of stereotypes that occur in a high school setting and/or through //The Perks of Being a Wallflower.//
 * MATERIALS:**
 * Computer with Internet access
 * Projector
 * Poster paper
 * Doc-Cam
 * //The Perks of Being a Wallflower//
 * ACTIVITIES:**
 * Bell Ringer
 * Small Group
 * Groups of 3-4 will pick one of the stereotypes discussed in the bell ringer.
 * Groups will brainstorm characteristics related to those stereotypes.
 * Groups will draw a characterization of their stereotype.
 * List Name
 * List activities
 * List how to identify
 * Students will answer the question "What does it take to be a member of this group?"
 * Presentation
 * Students will describe/present their characters to the class and talk about the characteristics that go along with their specific group of people.
 * Students can have the option to act out their stereotype as a group, or just discuss it.
 * Large Group Discussion
 * Students will asses the fairness of these labels.
 * Can label's limit opportunity? How do labels effect students/individuals?
 * Have you ever been labeled? What was that experience like?
 * How do labels affect identity?
 * Perks Passages
 * Students will choose and examine a particular scene that supports how stereotypes and labels have been used so far throughout the reading.
 * What labels are associated with Charlie?
 * Are these labels fair?
 * How can we alter the way we label others? Can stereotypes be a good when it comes time to shape someone's identity?
 * Closure
 * CLOSURE:**
 * Summary of the theme of stereotypes and how they impact us as individuals and how they play a role in our text
 * Assign next section of reading for //The Perks of Being a Wallflower//
 * ASSESSMENT:**
 * Formal assessment will be based on students' understanding through their ability to relate discussion topics to the text and how this particular theme is relevant to the text and if/how it is developed throughout the story.
 * DIFFERENTIATED INSTRUCTION:**
 * Student(s) with visual impairments will be given a magnified version of the handout.
 * Teacher(s) will monitor student(s) with attention deficit disorder (ADD) through the students' role in group work and his/her ability to perform and produce their section of work.
 * HOMEWORK:**
 * Students will prepare to read the next portion of //The Perks of Being a Wallflower--Pgs. 98-122.[[file:CUPLS 5--Group Work.docx]]//