BWD Stage 1 Draft 1: The Dangers of Stereotyping

Stage 1: Desired Results:

Established Goals:

Common Core Standards 6-12:

Reading:

2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric

to advance that point of view or purpose.

7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both

print and multimedia), determining which details are emphasized in each account

Writing:

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to

make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., fi gures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,

concrete details, quotations, or other information and examples appropriate to the audience’s

knowledge of the topic.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation including footnotes and endnotes.

Listening and Speaking:

1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

What habits of mind and cross-disciplinary goal(s)—for example, 21^st century skills, core competencies—will this unit address?

·         Critical Thinking

·         Creativity

·         Problem Solving

·         Decision Making

·         Communication & Collaboration

·         Citizenship

·         Personal & Social Responsibility

Transfer:

Students will be able to independently use their learning to…

·         Identify and stop biased stereotyping.

·         Identify racial stereotypes in media.

·         Identify and report bullying cases.

·         Understand the impact of spreading an awareness message.

Meaning:

Understandings:

Students will understand that…

·         Misconceptions could lead into stereotyping.

·         Stereotyping could lead into bullying.

·         Bullying could lead into self-harm and suicide.

·         Spreading awareness is an important key to stop bullying.

·         Using media as a forum for expression is a way to reach out to a bigger audience.

Essential Questions:

Students will keep considering…

·         Why people use stereotypes?

·         What consequences can come from using biased stereotypes?

What thought-provoking questions will foster inquiry, meaning-making, and transfer?

·         Should we judge people just for what they look like or the things they like?

Acquisition:

Students will know…

·         Who to contact to report bullying.

·         Where someone being bullied could get help.

·         The importance of tolerance and respect towards others.

Students will be skilled at…

·         Searching professional help.

·         Creating a script on its basic form.

·         Creating a Storyboard on its basic form.

·         Create a multimedia presentation.

·         Being more emphatic and tolerant to different type of persons.

BWD Draft: The Dangers of Stereotyping

In class we are currently discussing the Backward Design from "The Understanding by Design Guide to Creating High-Quality Units.  This is my first draft attempt in creating better units.

Unit Topic: The Dangers of Stereotypes

Subject: English Language Arts 10^th Grade

Time Frame: 3-4 weeks

Stage 1: Desired Results:

What should students learn as a result of this unit?

• Reason on why people tend to label others.
• Understand and reflect on the dangers and consequences of using stereotypes.
• Identify Racial Stereotypes in Media.
• Students will understand the consequences bullying can bring upon someone.
• Students will understand and share the importance of stopping bullying.

Stage 2:  Evidence:

What evidence will show that students have met he Stage 1 goals?

Students will:

• Engage in a group discussion on why people tend to label others, providing personal insight to the discussion.
• Write reflective paragraphs on the topics of stereotyping, self stereotyping, and bullying.
• Students will dedicate one hour to list how many racial stereotypes they can identify on television.
• Students will create a Public Service Announcement in which they will inform the student community on how to report, prevent, and help those facing through bullying.

Stage 3: Learning Plan

What key learning events will help students reach the goals and be successful on the assessments?

• Students, working in groups will identify 5 social clicks in school. Then they will provide adjectives that may describe those clicks. Students will be introduced to the concept of stereotypes in this activity.
• Read the short story “Little Things Are Big” by Jesus Colon and watch a video of its narration by the author.  
• Students will be introduced to the story of Amanda Todd, a girl who committed suicide due to bullying. 
• Students will create written pieces, individually and in groups, in which they will reflect on the topics of stereotyping, self stereotyping, and bullying.  They will also reflect on the consequences that bullying can bring upon somebody, like suicide.
• Students will watch a video in Discovery Education in which they will be introduced to racial stereotypes in media.
• Students will work on a WebQuest in which they will create a Public Service Announcement for the community to prevent bullying.
• On this WebQuest students will learn to create a script and a storyboard to create their PSA videos.