Teacher: CT-Rich Vander Klok/ Samantha Sanders

Date: February 3rd

Subject: Multicultural
Materials: None
Common Core State Standards:
CCSS.ELA-LITERACY.RL.11-12.1

Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the
text leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2

Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build on
one another to produce a complex account; provide an objective summary of the
text.

Lesson Objectives:
Students will analyze the ideas of generalization, stereotypes, and the social influences on both
of these topics.
Students will be able to provide evidence from the text to support their claims.
Students will formulate ways in which they can avoid making stereotypes and generalizations of
others.

Student Friendly Version:

What are some of the influences that cause society to make generalizations?
How can I support my claim with evidence from the text?
How can I avoid making generalizations of others?

Differentiation: The CSI exercise allows students to draw, write, and share their thoughts on
the concept of stereotypes. These are all different ways in which my students are able to
express thought. The overall class period is also differentiated in that it alters from individual
thought to sharing thoughts in small groups to discussing these thoughts as an entire class.

Lesson Overview:
Today we will be discussing how generalizations and stereotypes are often incorrect and use
evidence from the short story The Wrong Lunch Line to support these thoughts. We will have
read The Wrong Lunch Line the day prior to today and students will have already written their
write starts in class. It asks students to think about a time when they have had someone make a
generalization about themselves. This will occur at the end of the class period and as homework
I want my students to think deeper about why this generalization was made about them. What
influences of our society were at work here? I will preface the next class period (today) with this
question again and ask students to write for five minutes adding to their thoughts of what the
causes were. We will then talk about this topic as a class and how these generalizations are
 often based off of stereotypes of different cultures. We will then discuss what the author,
Nicholasa Mohr, is saying about stereotypes and if they matter to our society. I am hoping to
lead the students into the direction of: What happens when these stereotypes cause bigger
problems than just a slap on the wrist for being in the wrong lunch line?

Activities/ Procedures:
Engagement: (5 minutes): Both write starts will be presented on the board.
Yesterday's write start:
Has anyone ever made an assumption about you or a generalization? Would you say that you
are much more than that generalization makes you out to be? How? Why?

Homework question:
What forces are at work in our society that promote generalizations? What types of
generalizations were made in The Wrong Lunch Line?

Exploration: (10 minutes): Pair share- Students will share what they wrote with each other in
groups of two or three. I will circulate the room at this time and make sure students are on task
and in discussion with each other. I will also be looking for students who are avoiding sharing
with each other and try to engage them in conversation with the nearby students.

Explanation: (15 minutes): As a class we will share what we have discussed about
generalizations in our groups. We will begin to make the connection that the majority of these
generalizations are based on how society stereotypes cultures. People tend to base stereotypes
off of our looks and their own social understanding and their own cultural perspective.

Possible questions:
How does Nicholasa Mohr approach the topic of stereotypes?
What do you think Nicholasa Mohr is saying about stereotypes?
How were generalizations made in the novel?
Why do you believe they were made?
How can we change so that we do not make these same generalizations of others?
How does our own cultural and social understanding play a part in the stereotyping of others?

Elaboration: (10 minutes): After discussion students will have to answer the following
questions with a partner. I will be providing work sheets with the questions on them along with
the questions being projected onto the front screen. All answers must have an explanation from
the text.
Questions:
How do you think the lunch room situation could have been dealt with differently by the
teachers?
Were the teachers and assistant principals actions incorrect? Why or why not?
What do you think the writer is saying about culture and stereotypes in this text?
Students will also have to complete a CSI exercise along with the the three questions above.
CSI: Color, Symbol, Image
Students will choose a color that they think best represents the essence of stereotypes.
 Students will pick and draw a symbol that they think best represents stereotypes.
Students will sketch an image that they think best captures the essence of stereotypes.

This exercise will help students to think about the abstract idea of stereotypes in a more
concrete way.
(10 minutes): Discuss answers as a class.
Students will share their answers to the three questions and share the reasoning behind their
(CSI) color choice, symbol choice, and image choice. The overarching question will be: How
does your view of stereotypes compare to the authors?

Evaluation: (10 minutes): Exit slip as formative assessment. These questions align with the
learning objectives.
What are some of the influences that cause society to make generalizations?
How does the text approach the idea of stereotypes? Give textual evidence to support your
answer.
How can I avoid making generalizations of others?

Accommodations:
IEP accommodations: Extended time on tests/quizzes with reading opportunities. Student can
become very anxious and worried if she does not understand what to study or do for a test or
assignment.

Check in with this student throughout the lesson in order to make sure that she is not stressed.