Brittany Crossman

Stephanie Stewart

Leanne Phillips

GRADE 5 LANGUAGE ARTS LESSON PLAN

Title of Lesson/Task
Confronting Prejudice, Stereotypes,
and Bias in the Media

Grade Level
Subject(s):
FIVE (5)
Language Arts

English

Specific Learning Outcomes (SCO)

English Language Arts
Students will be expected to
3. Students will be expected to interact with sensitivity and respect, considering the
situation audience and purpose.
Identify examples of prejudice, stereotyping, or bias in oral language; recognize their
negative effect on individuals and cultures; and attempt to use language that shows
respect for all people.
Visual Arts Outcome
Create an art work, independently, based on memory, observation, imagination, fantasy,
mood and in response to expressive art forms, e.g., dance, drama, music and literature
Connections
(1)How can I connect students lives to this topic?
Asking students to discuss a time in their life when they felt judged or not liked.
Teacher may also ask them how it made them feel, and how they reacted.
This connection will be made as a prompt/guided question in the main activity (see
section below)
(2)Cross-curricular Links
Visual Arts will be integrated into the lesson, as students will have the option to draw
their partner in a small group activity.
See outcome listed above
(3)What current event(s) (Local, National, and International) or other real-life
connections might spark further interest in the topic?
Having students examine the issue of bullying, while connecting it to their personal
experiences in the school setting and classroom.
Materials and Media:
Teachers Need:
*Magazine article (1 copy for the smart board, one photo copy per student)
*Whiteboard/Marker
*Projector
*Smart board
Students Need:
* Journals
*Crayons/Penciled Crayons
*Chart paper (for drawings)

November, 2013

Brittany Crossman

Stephanie Stewart

Leanne Phillips

Differentiated Instruction, Modifications and Accommodations

Exceptionality # 1

Exceptionality # 2

ADHDLearning Environment: Plenty of space will be provided.

Content: Provide a buddy system when reading the content of this lesson.
Process: Provide an advance organizer, review previous lessons, set learning
expectations, set behavioral expectations, set learning expectations, state needed
materials, explain additional resources. Also explain/simplify expectations, guidelines
and steps.
Product: Provide options for the student to work with an EA or individual. Provide
options on how they will present their work: written or typed.
Assessment: Provide a wide variety of options to cover all multiple intelligences.
Physical ImpairmentLearning Environment: Scan the entire school campus to identify any
accessibility or safety requirements. Respectfully manage the student's physical
needs. Provide space for specialised equipment as required. Problem-solve access to
playground with focus on opportunities for social engagement and physical activity.
Content: Provide a buddy system when reading the content of this lesson.
Process: Provide an advance organizer, review previous lessons, set learning
expectations, set behavioral expectations, set learning expectations, state needed
materials, explain additional resources. Also explain/simplify expectations, guidelines
and steps.
Product: Provide options for the student to work with an EA or individual. Provide
options on how they will present their work: written or typed.
Assessment: Use technology to record students work; for example, digital
photography. Collect annotated work samples over time. Conduct one-to-one
conferences. Organize additional time. Organize use of a scribe. Provide alternative
ways of demonstrating competency, for example through oral responses instead of
written, multiple-choice instead of extended-answer tests.

Critical Thinking keep in mind Blooms Taxonomy higher order thinking and
questions Do not complete this as a separate section in your final plan. These
should be kept in mind throughout the lesson(s).
Teacher will ask the students to help her define the new vocabulary: Prejudice,
stereotyping, and bias. Teacher will encourage word identification, by encouraging students
to use phonic knowledge to decode unfamiliar word. Teacher will also provide background
information, about each word, such as their origin. This is a word work activity. These
words will later be put on the Word Wall.
Assessment
Possible Assessment Strategies:
o Discussion
o Observation
o Work Sample
o Self-Assessment
November, 2013

English Language Arts

Students will be expected to
3. Students will be expected to interact with
sensitivity and respect, considering the situation
audience and purpose.
Identify examples of prejudice, stereotyping, or
bias in oral language; recognize their negative
2

Brittany Crossman
o
o
o

Peer Assessment
Project
Presentation/Performance

Stephanie Stewart

Leanne Phillips

effect on individuals and cultures; and attempt

to use language that shows respect for all
people.
Visual Arts Outcome
Create an art work, independently, based on
memory, observation, imagination, fantasy,
mood and in response to expressive art forms,
e.g., dance, drama, music and literature
Assessment for Learning
Based on material previously taught in the
unit plan, teacher will have assessed how
well students can search and find
appropriate information in articles.
Assessment will continue throughout the
lesson, as students will build ideas based
upon this previous knowledge.
As students answer guided questions (see
instructional process below) during the
lesson, teacher will interpret their
responses and make anecdotal notes to
develop further lessons to expand on
student knowledge.
Teacher will observe the students while
they interview or draw their partners, and
make changes to instruction as needed.
Assessment as Learning:
During the main activity, in groups of 2,
students will have the opportunity to
interview their partner. They also have the
option to draw their partner. Each student
must make sure to pay attention to detail
- They must really have a good idea of
who their partner really is.
Groups will be provided with an
opportunity to share their findings/photo
to rest of the class. Following this,
students will be involved in a grand
discussion, allowing them to discuss if
they may have discovered that they had a
prejudice against their partner. The
feedback can help develop higher levels
of understanding.
Assessment of Learning:
Teacher will be able to assess the
students based on the presentation of the
interview process or the students

November, 2013

Brittany Crossman

Stephanie Stewart

Leanne Phillips

drawings. Also, teacher will also be able

to formally assess the independent
writing activity of writing in their journal.
Students must write 3 things that they
learned about their partner during the
small group discussion.

The Instructional Process

APK (Minds On):
Approximately 2~3 minutes

What are the students

doing?

Action:
Approximately 15~20
minutes

Prior to students
entering the
class, teacher will
prepare the
room- Write the
bell work on the
white board. Also
the daily
objectives.
While students
are working on
their bell work,
teacher will be
taking
attendance.

Discuss the three

words as part of
a grand
discussion.
Provide origin of
the words.

Teacher will
present the
agenda and
outcomes for the
day to the class.

Stage 1: Pre-Task

November, 2013

When seated, students

will engage in the APK
activity (Instructions will
be written on the white
board)
Students will be directed
to three new words
written on the board.
Bell Work: Students will
be asked to think about
these words and what
they may mean.
Students must try to use
phonic knowledge to
decode unfamiliar
words.
Teacher will discuss the
three new words to the
entire class. Teacher
will provide background
information about the
words. For example, she
will provide their origin.
This is a word work
activity.

What are you doing?

Students will read the

agenda and outcomes
to be covered for the
day
The agenda and

Brittany Crossman

Stephanie Stewart

outcomes will be written

on the board
Students will listen
attentively as the
teacher gives directions
for the main activity.

Leanne Phillips

Students will be
introduced to a specific
magazine article that
deals with a specific
stereotype, prejudice or
a bias (Ex. bullying in
schools)

November, 2013

Students and teachers

will be engaged in a
shared reading
activity. Each student
will have a photocopy of
the article. The teacher
will have a copy on the
smart board. Teacher
and students will read
together.
Students will take turns
brainstorming the
following questions as
the teacher writes their
answers on the white
board. 1. How does this
article have a negative
effect on the main
subject/culture in the
article? and "What could
have been changed to
correct the stereotype?"
Students will volunteer
their answers, by raising
their hands.

Teacher will have

students read the
outcomes from
the board (they
will be written on
the board prior to
class starting).
Teacher will
select students to
read randomly
from the class
list. Students will
have the right to
pass if they are
not comfortable
reading.
Teacher will
provide the
students with the
directions for the
main activity.
Teacher will work
the room and
monitor the
students as they
build their
models.
Teacher will offer
assistance when
needed.
Teacher will give
students verbal
time cues (5
minutes left, etc.)
to help keep
them on
schedule.
Teacher will
continuously take
notes for
assessing the
students and to
help him/her
revisit the
5

Brittany Crossman

Stephanie Stewart

Leanne Phillips
outcomes in
future lessons.

Stage 2: Main Activity

November, 2013

Based on prior
observations, the
teacher has put the
students in pairs, with
someone whom they do
not usually associate
with. Students will sit
with their partner and
listen to the directions.
Students will work
together to interview
their partner OR draw
their partner, using
crayons or paint. If they
decide to interview they
may ask questions such
as
1. How old are you?
2. Where were you
born?
3. Do you have any
pets?
4. Do you have any
brothers or
sisters?
5. What is your
favorite color?
6. What is your
favorite thing to
do after school?
7. What do you want
to be when you
grow up?
Working together will be
engaging and helpful for
Interpersonal and
intrapersonal learners.
If the students decide to
draw their partner, they
6

Brittany Crossman

Stephanie Stewart
must use excellent
observational skills to
complete this task. They
will keep in mind: Face
shape, eye color, skin
tone, hairstyle, hair
color, etc. This activity
will help the students
really understand the
features of their partner
that they may not have
noticed before.
Stage 3: Demonstration

Consolidation/Closure:
Approximately 5 minutes

Teacher will
prompt a brief
discussion
following the
presentations.
(See question in
the closure
section)

Each group will present

their interview answers
or their drawing to the
rest of the class. When
presenting, the students
must use language that
shows respect.

Teacher will revisit the outcomes by leading the

class in a grand discussion. Teacher can ask such
questions as, What was the purpose of this
activity?", "Has anything changed? For example,
your feelings towards your partner" When replying,
students must use respectful language when
discussing any pre-conceived ideas or feelings
about their partner.
This grand discussion will be beneficial for verbal
linguistic learners.
Students will have the opportunity to discuss the
activity and their presentations.
Teacher will facilitate this discussion and make
sure the students are able to directly tie the
activity to the outcomes
Students will develop a better understanding of
how to identify examples of prejudice,

November, 2013

Leanne Phillips

Brittany Crossman

Stephanie Stewart

Reflection of Lesson Plan

Preparation:

November, 2013

Leanne Phillips

stereotyping and biased actions. They will also

have a better understanding of the negative effect
on individuals and cultures.
As an exit ticket, the teacher will ask the students
to participate in an independent writing activity.
In their daily journals, they will write three (3)
things that they have learned about their partner
while doing this activity.

Preparing this lesson was both fun and challenging. We

had to keep in mind the Balanced Literacy Program as
well. After creating this lesson in our unit plan, it was fun
to map the lesson out and see what we could really do
with it and how. Overall, I say it was a great process.