I. Curricular Framework

Concept:

Prejudice

Essential Question:

Why do you think people stereotype others?

Bridge:

Stereotypes

Content:

"Priscilla and the Wimps"

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To connect students with their own experiences with stereotype.

Activity: Only girls can talk. Think one minute of advantages of being a boy, and of disadvantages of being a boy. Brainstorm, writing answers on the board. Then girls cannot talk while boys think of advantages of being a girl and disadvantages of being a girl. Brainstorm, writing answers on the board.

Assessment: Quality of student participation and involvement.

2. Attend: Attending to the Connection

Objective: To analyze the experience.

Activity: Teacher leads class discussion. Boys are allowed to express how the girls have categorized them and give their rebuttal, agreeing or disagreeing. Girls are then allowed to express how the boys have categorized them and give their rebuttal.

Assessment: Quality of discussion and relevance of students' contribution.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To deepen understanding of categorizing groups.

Activity: Students are asked to imagine a picture of a farmer, including his clothes, home, vehicle, etc. Students draw a picture and share results, noting similarities in their concept of a farm--white wooden house, overalls, etc.

Assessment: Quality of students participation and sharing and noting similarities in their pictures.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To read and analyze the short story, "Priscilla and the Wimps." To develop student knowledge of stereotype.

Activity: Teacher lecture on stereotype (over simplified opinion that ignores individuality and puts people into categories). Read "Priscilla and the Wimps." Analyze stereotypes in story.

Assessment: Student note taking and teacher checking for understanding.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To further student ability to understand how we stereotype.

Activity: Students write individual paragraphs, responding to the questions, "Who was stereotyped in "Priscilla and the Wimps?" and "What stereotypes have you encountered in your own life?" and "Why do you think people stereotype others?". Be sure to give specific examples.

Assessment: On task student behavior in writing and depth of paragraphs. This will spiral into the concept of prejudice and Roll of Thunder Hear My Cry.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

7. Refine: Refining the Extension

8. Perform: Creative Manifestation of Material Learned

Assessment, Phase Five,Performance, Creative Use of Material Learned: