SECONDARY LESSON PLAN

YEAR LEVEL & SUBJECT:

Year 11 Unit 2 Psychology

DATE: 26/06/2015

NO. OF
LESSON DURATION: 50 minutes
STUDENTS:
47 total (11A
and 11C)

TOPIC/FOCUS: Identifying prejudice and discrimination through various forms

of media

AUSVELS/VCE STATEMENTS: Unit 2, Area of Study 1: Outcome 1, Key Knowledge: the interrelationship between attitudes, prejudice and
discrimination, social and cultural grouping, stigma, stereotypes and prejudice: gender, race and age (Study Guide page 19)
http://www.vcaa.vic.edu.au/Documents/vce/psychology/PsychologySD-2013.pdf
GOAL AND OBJECTIVES (INCLUDE LINK TO AUSVELS/VCE):
The students will be able to:

Research their own examples of prejudice and/or discrimination through different forms of media

Find media related to a specific form of prejudice/discrimination i.e. racism, ageism, etc

Identify the types of each i.e. old-fashioned/modern or direct/indirect

Debate their own opinion in regards to the media they view

SUMMARY OF RESOURCES REQUIRED:

Laptop, projector
Stimulating questions:

Why does this represent your discrimination/prejudice?

What is the type? Why? (old-fashioned/modern or direct/indirect)

Are there any other types you can identify?

Does anyone disagree?

Do you think it is an accurate representation of what is happening in today's society in regards to prejudice/discrimination? Is anything
different/ has anything changed?

LESSON PROCEDURE
TIMING

RESOURCES STEPS OF THE LESSON

EXPECTED
STUDENT
REACTIONS OR
RESPONSES

Opening:
5 - 10 minutes

Students should
by now have a
keen
understanding
about what is
prejudice, what is
discrimination
and the details
about each

Based on their
current
knowledge
regarding,
students should be
able to partake in
class discussion
quite freely

Refresher
about
prejudice
and
discrimination
to
ensure
students
complete the task
properly

TEACHER
RESPONSES TO
STUDENTS
(including consideration
of the need to adapt,
reteach or extend)

GOALS AND METHODS

OF EVALUATION
(including specific informal
and/or formal assessment
links to AusVELS/VCE)

Lesson Development:
30

minutes

35

Each group of students

presents their media
representing
their
given form of prejudice
and justify why they
believe it is a true
representation

It is intended that the

entire class is involved
in the discussion

(5 minutes per
group)

5 10 minutes

Closure:

Inform

students

of

Questions
are
listed on the plan
in case the teacher
needs to provide a
starting point for
student discussion

students
shouldn't need too
much prompting

Class discussion and

chosen
videos
provide an informal
assessment for the
teacher to observe
how well the class
has grasped the key
ideas of prejudice
and discrimination

holiday
homework
being the booklet they
received last week

Leave
time
for
questions to clarify any
issues students may
have before the go on
holidays