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Lesson Plan Title: Author’s Lens and a look at David Chariandy

Date: TBD

Subject: ELA A30 Grade: 12

Topic: Critical Lens and Bias

Essential Question: How do our lenses, or biases, affect the way we present and/or interpret
information?

Estimated duration of lesson: 95 minutes

Materials: Novel Brother by David Chariandy, TEDTalk video, documentary video (optional
addition to lesson), student journals, lenses handout, research handout

Stage 1- Desired Results – you may use student friendly language


What do they need to understand, know, and/or able to do?
Following this lesson students will be able to identify several different types of lenses through
which individuals see and interpret the world. They should also be able to identify biases in
themselves. Through using the information about lenses and biases, students should be able to
apply those concepts to what they learn about the novel’s author, David Chariandy.

Broad Areas of Learning:


Lifelong Learners
Sense of Self, Community, and Place

Cross-Curricular Competencies:
Developing Thinking
Developing Identity and Interdependence

Outcome(s):
CC A 30.1

PGP Goals:
1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.
2.2 proficiency in the Language of Instruction;
2.4 ability to use technologies readily, strategically and appropriately

Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine
next steps.

Formative assessment will occur throughout the lesson using class polls (such as thumb-up/down)
and class discussion. Teacher will use knowledge of individual students to gage overall class
understanding based on the contributions being made to class discussions and the demeanour and
body language of individual students.

Formative assessment can also be done by the teacher walking around the room during allotted
journal time to see how readily the students are comprehending and applying the content.
Prompting and examples will be given as needed.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they
have learned.

Summative assessment of this lesson will take the form of the research assignment/activity at the
end of the lesson. Students will be made to take their newly refined skills and apply them to
researching the novel’s author. In reviewing the student’s handed in research activities the
teacher will be able to see how each student interpreted the information about the author and
related it to the discusses lenses and biases.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Teacher will open the lesson with a brief explanation of what we will explore over the course of
the lesson to come- touch on lenses, bias, and the research component to learn about David
Chariandy.

Video on the danger of a single story will then be shown.


https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

Main Procedures/Strategies:

Teacher-Led Discussion (15 minutes): Importance of recognizing bias, worldview, culture in our
understandings of the world around us.

Journal (10 minutes): Identify and reflect on at least 1 example of bias or essentialization in your
own life/experience.

Explanation of class, race, and gender/sexuality lenses. (15 minutes)

Think, Pair, Share (10 minutes): Brainstorm 1-3 examples of a lens or the effect of a lens.
Example: Donald Trump’s (in)ability to recognize a poverty point of view.

Research/Practical Skills (45-60 minutes for explanation of expectations and time to complete the
assignment): Students will be given time to research the book’s author, David Chariandy, and
identify what lenses they believe he may view the world through. Reflection following research:
do you think these lenses/biases that are present in his life have altered the way he wrote
Brother?

Adaptations/Differentiation:

Any student who requires assistive technology will be permitted, and encouraged, to use it
throughout the course of the lesson and the research activity.

Any EAL students or students with exceptionalities who may be struggling with terminology or
concepts will be offered additional one-to-one explanations with the teacher at lunch or after
school, or will also be given options to either pair up with a peer who could help them or to use
technology to more thoroughly understand what is being talked about.

Any student requiring additional time to complete the research activity will be granted it.

Closing of lesson:

A brief discussion reviewing the main tenets of the lesson will be led by the teacher to ensure
students have retained the concept of critical lenses and biases.