LESSON: Analyzing Stereotypes and Identity TIME LENGTH: 50 minutes PA COMMON CORE STANDARDS: 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 y specific details! provide an o "ective summary of the text# 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# CCSS.ELA-Literacy.RL.9-10.7 Analyze the representation of a su "ect or a &ey scene in two different artistic mediums, including what is emphasized or a sent in each treatment# O !ECTI"ES: Students will analyze 'ou(u e clips in order to identify stereotypes and discuss their roles and affects in high school settings and in society as a whole# 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 y their stereotype, and how the character uses it in his*her life in order to illuminate how these la els influence identity and relationships# 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#

MOTI"ATIONAL DE"ICE: Students will watch two clips from Mean Girls and Batman that exemplify stereotypes in high school+ http+**youtu# e*,-v.o/0m12w $/53/+/5% 4 http+**youtu# e*55teo&w6m70# After watching the clips, students will discuss how they illustrate stereotypes and how these la els 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: 8omputer with Internet access 9ro"ector 9oster paper Doc38am The Perks of Being a Wallflower ACTI"ITIES: :ell 5inger Small 1roup 1roups of ;30 will pic& one of the stereotypes discussed in the ell ringer# 1roups will rainstorm characteristics related to those stereotypes# 1roups will draw a characterization of their stereotype# <ist 2ame <ist activities <ist how to identify Students will answer the =uestion >?hat does it ta&e to e a mem er of this

group@> 9resentation Students will descri e*present their characters to the class and tal& a out 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 "ust discuss it# <arge 1roup Discussion Students will asses the fairness of these la els# 8an la el)s limit opportunity@ Aow do la els effect students*individuals@ Aave you ever een la eled@ ?hat was that experience li&e@ Aow do la els affect identity@ 9er&s 9assages Students will choose and examine a particular scene that supports how stereotypes and la els have een used so far throughout the reading# ?hat la els are associated with 8harlie@ Are these la els fair@ Aow can we alter the way we la el others@ 8an stereotypes e a good when it comes time to shape someone)s identity@ 8losure CLOS#RE: 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:

Bormal assessment will e ased on students) understanding through their a ility 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# DI$$ERENTIATED INSTR#CTION: Student$s% with visual impairments will e given a magnified version of the handout# (eacher$s% will monitor student$s% with attention deficit disorder $ADD% through the students) role in group wor& and his*her a ility to perform and produce their section of wor&# HOME%OR&: Students will prepare to read the next portion of The Perks of Being a Wallflower-Pgs. 98-122.