Full Class Lesson Secondary School

Year 10
29/08/14

47 minutes

Media
Stereotypes

The students have been introduced to stereotypes in class prior to this lesson.
Aware of societies ability to judge groups of people.

To enable students to identify that people should be judged as individuals and not
stereotyped.
To understand the definition of stereotypes.

Write a definition of stereotype.

Prepare smart board use.
Create 18 laminated cards with a name of different groups in society.
Have paper and pencils to provide to students.

 The students will have questions and discussion to participate in, the
questions will be directed at random students, ensuring they are engaging in
the lesson.
The students will also participate in a role-playing activity. The other
students will be engaged by trying to guess the stereotype being acted out.
The students will also interact with the smart board, by writing up their
examples of stereotyped groups in society.

Introduction:
(11 minutes)
1. Ask the students what stereotype means.
2. Once a few responses have been said, ask the students to write down their
own definition of the word on a piece of paper. (7 minutes)
3. Ask two students what their definition states. Then provide your own and
discuss with the class.
4. Then ask a few of the students to name some examples of stereotyped
groups within society. The students should also explain how they have been
stereotyped. (4 minutes)
Role-Playing Activity:
(32 minutes)
5. Introduce the role play activity, by explaining what the students are going to be
required to do; act out the stereotyped group on the card they are given, the
other students must guess whom theyre acting out.
6. Provide an example to the students by acting out the stereotypical teenager.
(4 minutes)
7. Once the students have guessed the example role-play, discuss with them
their view on teenagers being stereotyped in this way. Ask questions such as;
How do you feel after watching that? Is that how every single teenager
around the world acts? and Is it unfair to stereotype every single teenager in
this way? Why? (6 minutes)

8. Randomly choose students to pick a card out of the envelope and act out
the stereotype they have been given, involving the other students by
getting them to guess the stereotype being acted out. (15 minutes)
9. Once each student has had a turn at acting out a stereotype, discuss with
them the way people are stereotype and lead to the learning purpose of
enabling the students to understand that people should be judged as
individuals and not as a whole group.
Ask prompting questions, such as; Do those stereotypes accurately
describe hoe every single person in those different groups act? Is it fair
to stereotype people like this? Why not? Is it fair for me to judge you
(student) based on how this other student behaves? Can anyone tell me
what it is called when you stereotype someone based on their sex? Their
race? Other attributes such as their gender or age? How should we be
judging these groups of people, instead of stereotyping them? (7 minutes)
Conclusion: (4 minutes)
10. Ask the students to look at their first definition of stereotype. Ask them to
create a new definition of stereotype based upon what they have learnt in
todays lesson.
11. Discuss with the students why their definitions have change, how they
have changed and discuss students definitions that have not changed.
Red words - Sections of the lesson that I taught.

 The discussion at the end of the role-playing activity will enable the students
to identify that stereotypes categorize people, and viewing groups of people
as behaving all in the same way based on factors such as race, sex and age
is known as racism, discrimination and sexism. The students will state that
people must be judged as an individual and only on their own actions.
The students will be required to re-define stereotype at the end of the lesson.
This will reinforce their understanding of the meaning behind the word
stereotype.

1. The students were able to successfully list the names for the action of
stereotyping people based on race, sex and other factors. Each student was
also able to easily identify that groups of people should not be judged based
on a few peoples behaviors, and instead should be judged as individuals.
2. By the end of the lesson students had accurate definitions for the word
stereotype, and understood why their first definition was not as accurate.
Self-Evaluation:
The lesson did not run for as long as expected. There had been nothing planned to
extend the lesson if time ran short, because we had expected the lesson to reach its
designated time frame. More planning was required to develop activities students
could do if the lesson ran quicker than expected.
The end of lesson discussion reached its point quicker than expected, as students
were able to answer the question and reach the learning purpose fairly quickly, more
questions and discussion points should have been created, to extend the discussion.