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Lesson Plan

Title Bias
Grade level Adults
Discipline(s Psychology, Sociology
Start & end Three class meetings

Long-Term Learning Targets Addressed
Recognizing we all have biases and how Stereotypes impact our learning about others.
Supporting Learning Targets Assessed Ongoing Assessment
Assumptions may lead to stereotypes To understand how diverse elements
of certain groups. contribute to the development of
culture as an integrated whole.
Agenda Overview Teaching Notes
Define vocabulary, classroom group
exercises, Homework Identifying
Stereotypes in the Media
Lesson Vocabulary Materials
Biases, Assumptions, Stereotypes Large Flip Charts, Markers, Writing

 How will this lesson or series of lessons help students make progress towards the learning
 What will cause students to be curious and want to learn?
 How will I provide students with a vision of the learning targets in a way that gives them
ownership of their learning?
Instructional Plans Durati Meeting Students’
on Needs
 What support and/or
extension do you anticipate
students will need?
 How will you adjust the
process of and resources
used for learning to fit each
student’s readiness,
interest, or learning

Set up ground rules that the classroom is a

© 2015 EL Education Inc.-Revised August 2015
safe space and we will all respect one 30 Facilitate the groups to
another’s experiences. mins make sure each person
 Split classroom into diverse groups of can give examples or
5 students to define biases, contributes to the
stereotypes, and assumptions. Write definitions.
definitions on a flip chart. 30
 The whole class to contribute to a mins. Facilitate the class to
definition as a whole from the define the words as a
individual groups definition collective class.

Work Time
 What sequenced steps will the students and I take to ensure that all students meet the
learning targets?
 Is it appropriate to let students grapple first rather than see a model first?
 How will students know what quality looks like, and how will I support them in producing
quality work?
 How will students work or practice together during learning?
Instructional Plans Durati Meeting Students’
on Needs
 Split groups up into categories below Day 1 Facilitate each group to
and have them create a list of 15 express and be open
stereotypes that they have labeled. mins about what each group
Write on Flip Chart. per has been labeled.
1. Gender group
2. Ethnicity
 Let each group read out loud their Let each group express
stereotypes and how it makes them 45 how they feel when they
feel when they are stereotyped. mins are labeled. Each group
per will see how it makes the
 Students are to identify a biased group opposite group feel.
situation that they have been taught Let each student reflect
by their parents. Day 2 on a situation at home
10 and encourage a safe
 Students to write on a piece of paper mins space to express.
to: Think about a situation in when each Ask probing questions:
someone made a biased judgment student How do you know that
about you or acted unfairly toward . they were being unfairly
you because of your age, skin color, 50 judged? What words or
clothes, gender, the way you speak, mins. actions were directed at

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where you live, how much money you you because of
or your family has. assumptions or
stereotypes? How did the
 Students are to pass up their papers experience make you
and shuffle papers and distribute to feel?
the class other student’s paper.
Students are to read and reflect on Emphasis we all have
what the student wrote. 20 been biased and we need
mins to recognize when we are
 Students to share their homework being biased towards
with the class others and not to use
these biases to judge.
Day 3

Closing and Assessment
 How will students demonstrate their understanding toward the supporting targets?
 What information do I need in order to plan my next instructional steps?
Instructional Plans Durati Meeting Students’
on Needs
 Students are to gain an awareness of 15 Awareness is key and be
their own bias. mins. able to reflect on past
 Students to be aware of stereotypes situations and not use
and how media contributes to society. biases to pass judgment.

 What can students practice on their own after this lesson? How can the learning from this
lesson be shared at home to reinforce student learning?
 What can students do to prepare for the next lesson? What learning could take place at home,
allowing time in class to be spent sharing, discussing, and practicing?

Create an Activity Sheet on Identifying Stereotypes in the Media include the
following items and each day the students will present their findings.
 Date
 TV Show, Movie, Product Advertised

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 Group Stereotyped
 Stereotype Portrayed
 Thoughts

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